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Computing

At St Thomas’ we are determined to provide children with the essential computing skills to aid them in today’s modern lifestyle. There are three main strands of the Computing curriculum. Computer Science, Information Technology and Digital Literacy. Computer Science introduces children to understanding how computers and networks work. It also give all children the opportunity to learn computer programming, from simple programmable toys in EYFS to programming and decoding complex codes in Year 6. Information Technology focuses on the use of computers for collecting and presenting information in a range of ways and using search technology. Digital Literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. The use of technology is used to enhance learning across the whole curriculum. Children have access to a range of resources to support the Computing curriculum such as: laptops, iPads, cameras and programmable toys.

EYFS

 

Autumn

Spring

Summer

Exploring hardware: In this unit the children tinker and explore with different computer hardware and learn to operate a camera.

  • We will learn how to explore and tinker with hardware to develop familiarity and introduce relevant vocabulary.
  • We will recognise that a range of technology is used in places such as homes and schools.
  • We will learn how to operate a camera and/or iPad and use it to take photographs.
  • We will take photographs of our independent play.
  • We will take photographs of discoveries on a walk around the school grounds.

 

Programming Bee-bots: In this unit the children learn about directions, experiment with programming a Bee-bot/Blue-bot.

  • We will understand the meaning of directional arrows.
  • We will follow a simple sequence of instructions.
  • We will experiment with programming a Bee-Bot.
  • We will explore and tinker with hardware to develop familiarity and learn relevant vocabulary.
  • We will experiment with programming a Bee-bot and to learn how to give simple commands.
  • We will learn to debug instructions, with the help of an adult, when things go wrong.
  • We will learn that an algorithm is a set of instructions to carry out a task, in a specific order.
  • We will follow an algorithm as part of an unplugged game.
  • We will experiment with programming a Bee-bot.

 

 

 

All about instructions: The children will learn to receive and give instructions and understand the importance of precise instructions.

  • We will follow instructions as part of practical activities and games.
  • We will guide a partner through an obstacle course to develop an understanding of giving simple instructions.
  • We will follow instructions as part of a dressing up game and learn to give simple instructions.
  • We will follow instructions as part of learning to wash hands and learn to give simple instructions.
  • We will learn that an algorithm is a set of instructions to carry out a task, in a specific order.
  • We will learn that an algorithm is a set of instructions to carry out a task, in a specific order.
  • We will use logical reasoning to read simple instructions and predict the outcome.

 

Introduction to data: In this unit children will sort and categorise data.

 

  • We will understand how to sort and categorise objects.
  • We will explain how items have been sorted and categorised.
  • We will sort ourselves into groups based upon given categories.
  • We will respond to yes/no questions as an introduction to branching databases.
  • We will understand how to sort and categorise objects.
  • We will explain how items have been sorted and categorised.
  • We will learn branching databases through physical sorting and categorising.
  • We will understand how to represent data in a pictogram.
  • To understand how to read a simple pictogram.

 

Using a computer: In this unit the children will be learning about the main parts of a computer.

  • We will learn what a keyboard is and how to locate relevant keys.
  • We will learn how to log in and log out. 
  • We will understand why we need to log in and out.
  • We will learn what a mouse is and to develop basic mouse skills such as moving and clicking.
  • We will use a simple online paint tool to create digital art.
  • We will to develop basic mouse skills such as moving and clicking.

 

Year 1

Autumn

Spring

Summer

Getting started: Using computers more purposefully is introduced, learning how to login and navigate around a computer, developing mouse skills, learning how to drag, drop, click and control a cursor to create works of art inspired by Kandinsky and self-portrait.

  • We will login to school computers and tinker with the website Sketchpad.
  • We will explore digital art with the use of Sketchpad to create digital prints, while developing mouse skills in the process.
  • We will develop mouse skills with the drag and drop technique to create paintings in the style of Kandinsky, using layered concentric shapes.
  • We will develop digital painting techniques to create pictures that retell a scene from a well-known story.
  • We will create a digital self-portrait; understand how to layer shapes to create an image.

 

Programming Bee-bots: The children will be introduced to programming through the use of a Bee-Bots.

  • We will explore a Bee-Bot device and make predictions on what it might do, building up to trying out the buttons, then explaining the outcomes witnessed.
  • We will create an explanatory video describing how to use a Bee-Bot, considering its different functions and operations.
  • We will plan and follow a set of instructions precisely. The roles of the programmer (giving instructions) and Bee-Bot (carrying out the instructions) are explored through role-playing.
  • We will program Bee-Bots with instructions to reach an exact destination with the use of a Bee-Bot world mat created using a specifically designed mat template.
  • We will be directing a Bee-Bot from its previous destination to alternate images on a themed Bee-Bot mat, with the use of the well-known story of the 'Three little pigs.

Algorithms unplugged: This unplugged unit requires no computers so that algorithms, decomposition and debugging are made relatable to familiar contexts, while learning why instructions need to be specific and unambiguous.

  • We will learn and understand what an algorithm is through an interactive activity in the form of a set of instructions on how to dress a doll.
  • We will follow algorithms to draw a creature that leads to developing personal unique and specific algorithms, while building an understanding of how instructions must be very specific.
  • We will understand that computers and devices around us use inputs and outputs.
  • We will understand and be able to explain what decomposition is.
  • We will begin to know how to debug an algorithm. This is done through maps and a set of directions with mistakes or ‘bugs’ in them, which must be debugged so that a destination is reached.

 

Introduction to data: The children will learn what data is and the different ways that it can be represented, both with and without a computer.

  • We will learn the term 'data' through an animal-themed activity that involves identifying the number of animals at a zoo and developing visual ways to represent the numbers.
  • We will use online software to represent visually the zoo animals data to develop and create a pictogram or chart.
  • We will collect and record data (minibeast hunt at school)
  • We will create a branching database of animals to sort data.
  • We will understand how data is collected and  used in the planning and designing of a computerised invention.

 

 

Digital imagery: The children will learn to enhance photos using a range of editing tools as well as searching for and adding other images to a project.

  • We will design an individual story by taking inspiration from picture books, created by the use of photos and sequencing skills.
  • We will take photos of small figures to tell the stories planned, implementing everything that learnt so far to create a good, clear photograph.
  • We will edit photos through exploration of different effects, filters and editing tools used in transforming the look of photographic images captured.
  • We will search for and import images to an existing photos library.
  • We will create a photo collage using a creative layout, adding text and decorative effects.

 

Rocket to the moonThe children will further develop keyboard and mouse skills as well as developing computational skills through sequencing and debugging a set of instructions.

 

  • We will learn that digital content can be represented in many forms, creating a digital list to build a rocket.
  • We will design and label a rocket using online drawing software.
  • We will sequence a set of instructions; adapt a set of instructions, understanding the need for them to be in the correct order.
  • We will build the rocket carefully following instructions in the right order.
  • We may need to debug where necessary.
  • We will launch the rockets and measure how far they travel, recording the data in a spreadsheet or table to analyse.

 

ONLINE SAFETY UNIT

 

 

Year 2

Autumn

Spring

Summer

What is a computer? This unit explores exactly what a computer is by identifying and learning how inputs and outputs work, how computers are used in the wider world.

  • We will learn to name the different parts of a computer before creating an online drawing of a laptop, labelling the mouse, keyboard and screen and discussing the purpose of each.
  • We will learn how technology is controlled by labelling a robot that has been programmed for a specific purpose, focussing on which forms of input it requires.
  • We will learn about what a computer is and conduct a tour of the school, photographing the different examples of technology they spot.
  • We will design new inventions, which must include inputs and outputs, explaining how an idea works and how it is controlled using all the knowledge learnt so far.
  • We will explore and understand the different types of computers that are used in the real world and the roles that they play.

 

Word Processing/Online Safety: The children will learn about word processing and how to stay safe online as well developing touch typing skills.

  • We will learn about the setup and layout of a keyboard.
  • We will explore the basics of touch typing and understand its importance when using computers of all types.
  • We will learn about word processing and storing information in a text document as well as keyboard shortcuts.
  • We will build upon basic word processing skills, editing and formatting of images in a text document are explored within the context of newspaper writing.
  • We will search the internet to find text that can be copied and pasted into a poetry book that will be created and understanding the importance of referencing copied work.
  • We will learn how information put online about someone can last for a long time and find out about who to talk to if something has been put online without consent or if it is incorrect.

 

Programming Scratch Junior: The children will explore what ‘blocks’ do, using the app ‘ScratchJr’.

  • We will tinker with ScratchJr independently, build a program by dragging 'blocks' then running the code, learning that each block has a different attribute, predicting, exploring and explaining throughout.
  • We will use the blue 'movement' blocks, work collectively to realistically mimic the movement of a fly, learning that giving the computer two instructions makes for a more natural movement before moving on to programming animals.
  • We will use the green 'sound' blocks to create a musical instrument, selecting the microphone option to record sounds and design an instrument outline and the buttons to make it play.
  • We will follow an algorithm to program a joke by designing a background, adding one or two relevant characters and using the green sound blocks to record voices.
  • We will put into practice all we have learnt, using a mixture of blocks to programme the story of the 'Three Little Pigs'.

 

Algorithms and debugging: The children will explore a combination of unplugged and plugged-in activities.

  • We will play an unplugged version of a dinosaur-themed game where following instructions carefully will lead to successful programming outcomes.
  • We will learn that computers can use algorithms, which are instructions, to make informed and calculated predictions and help teach a computer program how to interpret different drawings.
  • We will plan algorithms that will solve problems, explore activities on a programming piece of software: Google - Coding for carrots, directing a rabbit through a maze.
  • We will develop an understanding of the idea of 'abstraction' by creating a simplified map and view of part of the school.
  • We will use knowledge of debugging; robots are physically constructed via an unplugged algorithms activity.

International Space Station: The International Space Station (ISS) is a fascinating real-world setting for teaching about how data is collected.

  • We will learn how computers can help humans survive in space.
  • We will develop mouse and keyboard skills by creating digital drawings of basic items that astronauts would need in space, learning about the basic survival needs of humans.
  • We will learn that sensor monitors are used onboard the ISS to collect data and ensure the astronauts are safe and healthy, discover how to read thermometers and design a display to show data.
  • We will learn what plants need to grow that will help to create an algorithm for growing a plant in space, including the use of sensors to collect vital data.
  • We will use an understanding of what is required to support human life by exploring a range of both real and fictitious planets, interpreting data to decide whether they might be habitable.

 

Stop Motion: The children will learn how to create simple animations, storyboarding creative ideas and then decomposing a story into small parts of action to be captured using the readily available stop motion animation software.

  • We will explore what is meant by the word 'animation' to then design and create a simple animation with the use of a flip book template.
  • We will explore what is meant by the term 'stop motion animation' and create a space-themed animation  using stop motion piece of software.
  • We will create a space-themed stop motion animation, using print out background and object templates.
  • We will use a variety of different backgrounds and objects.
  • In pairs we will create the stop motion animation.

 

 

ONLINE SAFETY UNIT

 

Year 3

Autumn

Spring

Summer

Email: The children will learn how to send emails, including attachments and how to be responsible digital citizens. 

  • We will understand the purpose of an email and send one.
  • We will learn to log in and out of an email account.
  • We will learn to write an email including a subject, ‘to’ and ‘from’.
  • We will learn to edit email content and add an attachment.
  • We will learn to reply to an email.
  • We will learn to use positive language within an email and how to recognise when digital behaviour is unkind.
  • We will understand the importance of being kind online and what it looks like.
  • We will understand that cyberbullying involves being unkind online.
  • We will learn that not all emails are genuine, recognising when an email might be fake and what to do about it.
  • We will learn and understand who personal information should/ should not be shared with.

 

Journey inside a computer: The children will learn about the different parts of a computer and develop their understanding of how they follow instructions.

  • We will learn about the different forms of inputs and outputs and their functions, develop the understanding that computers follow instructions. 
  • We will understand what the different components of a computer do and how they work together.
  • We will use decomposition to explain the parts of a laptop computer.
  • We will use an algorithm to explain the roles of different parts of a computer.

 

Top Trumps Database: The children develop their understanding of data and databases, learning how to interpret information by ordering and filtering.

  • We will learn and understanding the vocabulary associated with databases: field, record, data
  • We will learn about the pros and cons of digital versus paper databases
  • We will sort and filter databases to easily retrieve information
  • We will create and interpret charts and graphs to understand data.

 

Digital Literacy: The children will develop their digital video skills, filming and editing their videos, adding effects such as transitions, voice, music and text.

  • We will create a storyboard to plan book trailers, identifying the key events in chosen story.
  • We will be using digital devices, take photos and videos, framing shots to achieve desired effects.
  • We will import footage into film editing software and record and add sounds, music and voiceover to videos.
  • We will learn about different transition styles; add transitions between the different shots in videos as well as text on screen.
  • We will evaluate trailers against agreed class success criteria, articulating what makes a successful book trailer and discussing ideas for sharing book recommendations.

Programming Scratch: Using Scratch, with its block- based approach to coding, pupils learn to tell stories and create simple games

  • We will be using decomposition to explore the code behind an animation.
  • We will use repetition in programs.
  • We will learn to use logical reasoning to explain how simple algorithms work.
  • We will explain the purpose of an algorithm.
  • We will form algorithms independently.
  • We will incorporate loops to make code more efficient
  • We will remix existing code
  • We will use a more systematic approach to debugging code, justifying what is wrong and how it can be corrected.

 

Networks and the Internet: The children will understand how computers communicate, learning about networks and the internet, and how they are used to share information.

  • We will learn what a network is understand what a network is and understand our school network.
  • We will understand how information moves around a network and begin to recognise real world networks.
  • We will understand how the Internet works and explain a website’s journey.
  • We will explore the role of routers.

We will learn how packet data is transferred and how it can become corrupted or lost.

ONLINE SAFETY UNIT

 

Year 4

Autumn

Spring

Summer

Collaborative learning: In this unit the children learn about how to work collaboratively in a responsible and considerate way.

 

  • We will learn what collaborative work means and create a set of class rules to ensure that working together runs smoothly.
  • We will learn about some of the features that can be used while working as part of a team contributing to someone’s work effectively.
  • We will learn about some of the features of a slide presentation program and how to create fun and interesting presentations.
  • We will learn how to create and share surveys and questionnaire using Google Forms.
  • We will learn and understand how to use a shared spreadsheet to explore data.

 

Coding with Scratch: The children will revisit its key features and introducing the children to the crucial concept and execution of using 'variables' in code scripts.

 

  • We will revisit its key features and introducing the children to the crucial concept and execution of using 'variables' in code scripts.
  • We will understand how a Scratch game works by using decomposition to identify key features.
  • We will tinker with specific Scratch projects to understand what a variable is and how to make one.
  • We will explore why variables are so useful when coding, again using tinkering skills to see how these variables work within specially created Scratch projects.
  • We will review and develop the times tables Scratch project using all the skills acquired in this unit so far.
  • We will use our knowledge of how variables work to create a quiz.

 

ONLINE SAFETY

 

Website design: In this unit children develop their research, word processing, and collaborative working skills.

 

  • We will explore the features of Google Sites to learn how to create content for a web page.
  • We will plan content for a web page as a collaborative online piece of work.
  • We will create a web page as part of a collaborative class website.
  • We will plan and create a website, developing their understanding of how different web pages within a site link.
  • We will create own website in accordance with designs developed in previous lesson and evaluate its success.

 

HTML: In this unit children learn about the markup language behind a webpage.

  • We will understand that web pages are built using different programming languages, and one of them is HTML
  • We will understand and identify examples of HTML tags.
  • We will learn to edit HTML, changing the text size and content to create posters.
  • We will learn how HTML is used to determine the layout of a web page and CSS the look and style of it.
  • We will adapt a live website and learn about the issue of fake news and the reliability of information on the internet and create 'fake' stories by hacking the code of a website.
  • We will understand and explore more complex components of a web page.
  • We will learn how to change an image within a web page and create own news story, replacing the text and images of a webpage.

 

Investigating weather: In this unit the children will research and store data and green screen video.

  • We will explore the weather around the world, recording the data into a spreadsheet and sorting it.
  • We will design a weather station which gathers and records sensor data, explaining how it works and the units of measurement it would use.
  • We will design an automated machine which uses selection to respond to sensor data.
  • We will learn how weather forecasts are made, using search engines to find data and then record the information in a spreadsheet.
  • We will use green screen technology in a video to present a weather forecast.

Computational thinking: In this unit the children develop their understanding of the four pillars of computational thinking and identify them in different contexts.

  • We will learn that computational thinking is made up of four pillars (abstraction, algorithm design, decomposition and pattern recognition) and apply these skills in a carousel of unplugged activities.
  • We will understanding what decomposition is and apply it to a real world task to solve a problem.
  • We will explore both abstraction and pattern recognition and look at how they can help us to solve problems using Scratch.
  • We will create a game in Scratch using the remaining pillar of computational thinking - algorithm design.
  • We will apply computational thinking skills to solve plugged and unplugged challenges, identifying which skills they're using in each.

 

 

 

Year 5

Autumn

Spring

Summer

 

Online Safety: The children create an online safety resource for younger.

  • We will learn how applications (apps) can access our personal information and how to alter application permissions to limit the sharing of our information with others online.
  •  We will learn about the positive and negative aspects of online communication, and how to use technology safely, respectfully and responsibly.
  • We will learn that online information about someone is often somebody's opinion or judgement and not always factually true.
  • We will learn the differences between online and offline bullying, and what to do if they ever experience bullying online, exploring and discovering  ways to overcome it.
  • We will learn how technology can affect our health and wellbeing, and come up with ways to replace bad online habits with good online habits.

 

Programming Music using Sonic Pi: The children will be composing music using code through Sonic Pi.

  • We will design, write and debug programs that accomplish specific goals, iterating and developing our programming as we work.
  • We will use sequence, selection, and repetition in programs, begin to use nested loops (loops within loops).
  • We will 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.
  • We will solve problems by decomposing them into smaller parts, write and debug code to create a desired effect.
  • We will work with variables and various forms of input and output using a range of programming commands.

 

 

 

 

Search Engines: To enable children to quickly and accurately find information and become independent learners, developing their searching skills and learn how to identify trustworthy sources.

  • We will learn what a search engine is and how to use it.
  • We will use search technologies effectively and be discerning in evaluating digital content.
  • We will learn and recognise that information on the internet might not be true.
  • We will learn how to use key words to find accurate information.
  • We will appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • We will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • We will select, use and combine a variety of software (including internet services) to create content that accomplishes given goals, including collecting data and information.

 

Micro:bit: The children will be programming a small device called a micro:bit to display animations or messages on its simple LED display using block coding.

  • We will design, write and debug programs that accomplish specific goals, iterating and developing our programming as we work.
  • We will solve problems by decomposing them into smaller parts, write and debug code to create a desired effect.
  • We will work with variables and various forms of input and output using a range of programming commands.
  • We will use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

 

 

 

Mars Rover 1: The children explore inputs and outputs as well as Binary numbers to understand how the Mars Rover transmits and receives data and how scientist are able to control it to explore another planet.

  • We will learn identify how and why data is collected from space.
  • We will identify how messages can be sent using binary code.
  • We will learn how to read and calculate numbers using binary code.
  • We will identify the computer architecture of the Mars Rovers.
  • We will use simple operations to calculate bit patterns.
  • We will learn how to represent binary as text.

 

  • In Word, to use bold, italics, the underline button and keyboard shortcuts.
  • Format work correctly using appropriate font sizes.
  • Develop an understanding of turtle graphics; to select, use and combine a variety of software to design and create a range of programs.

 

Mars Rover 2: The children learn how the Mars Rover is able to send messages all the way back to Earth and experiment with online CAD software to design new tyres for it.

  • We will learn and understand how bit patterns represent images as pixels.
  • We will explain how the data for digital images can be compressed.
  • We will identify and explain the ‘fetch, decode, execute’ cycle.
  • We will independently create a safe online profile and tinker with 3D design software.
  • We will learn how to modify the design of a 3D object using CAD software.

 

 

Year 6

Autumn

Spring

Summer

Bletchley Park 1: The children learn about the history of Bletchley Park, including: key historical figures, how the first modern computers were created at as part of a  WWII code breaking team and consider how computers have evolved over time.

Bletchley Park 1

  • We will learn and understand that there are lots of different types of secret codes.
  • We will understand the importance of having a secure password.
  • We will learn and understand the importance of Bletchley Park to the World War II war effort.
  • We will learn and understand about some of the historical figures that contributed to technological advances in computing.
  • We will research and present information about historical figures in computing.

 

Bletchley Park 2: They investigate secret codes and how they are created, exploring ‘brute force, hacking and learn how to make passwords more secure.

  • We will tinker with sound.
  • We will record, edit and add sound effects to a radio play using software (including internet services) on a digital device to design and create content that accomplish given goals.
  • We will learn and understand how computers have changed and the impact this has had on the modern world.
  • We will research one of the computers that changed the world and present information about it to the class.
  • We will design a computer of the future.

 

Online safety:

  • We will understand the positive and negative effects of the internet and exploring the different ways to overcome negative feelings which can occur as a result of being online.
  • We will consider our digital footprint and online reputation and future implications they may have.
  • We will describe issues online that give us negative feelings and know ways to get help.
  • We will think about the impact and consequences of sharing online.
  • We will learn how to how to create a positive online reputation.
  • We will learn how to capture bullying content as evidence and report online bullying concerns.
  • We will learn how to manage personal passwords effectively, understanding the importance of secure passwords and how to create them, along with two-step authentication.
  • We will learn and be aware of strategies to help be protected online.
  • We will learn how to: identify potential scams and reduce the risk of falling for one; identify phishing emails and malware and update computer software to keep devices safer.

 

Intro to Python: Building on their knowledge from previous years, children are introduced to the text-based programming language Python, which is the language behind many apps and programs, such as Dropbox.

  • We are introduced to text-based programming, exploring the capabilities and commands of the programme Logo and creating basic designs
  • We will continue to use Logo to explore how having loops-within-loops changes the look of designs. We will understand nested loops.
  • We will develop our computational thinking skills of decomposition to alter a picture using text-based programming language, Python.
  • We will use loops in Python to create art, tinkering with different values to create different shapes.
  • We will learn about the use of random numbers, decompose a program and write an algorithm to create original pieces of artwork.

 

Skill showcase: The children will be reflecting and showcasing their computing skills.

  • We will choose an electronic product to design and then use and adapt existing code to achieve a desired result.
  • We will code programs, making them more efficient and incorporating structures such as sequencing, selection, repetition, variables, inputs and outputs.
  • We will use the software TinkerCAD to design the housing of a product, giving consideration to the inputs and outputs the product requires.
  • We will create a website for the product aimed at a target audience, using persuasive language to describe what their product is and does.
  • We will create video adverts for the products which can be linked into websites.

 

Big Data 1: The children learn how data is collected and stored by exploring bar codes, QR codes and RFID chips, and investigate how collecting big data can be used to help people in a variety of scenarios.

  • We will learn to identify how barcodes and QR codes work.
  • We will about the different types of infrared devices and how infrared signals are sent. We will compare infrared with QR codes and discover the pros and cons of both methods of data transmission.
  • We will learn about RFID (Radio Frequency Identification) and recognise the uses of RFID, in which circumstances it might be used and to discuss how encoding keeps data safe.
  • We will use Disney's 'MagicBand' as a case study to gain a more in depth understanding of RFID as well as how to gather and analyse RDID data in real time.
  • We will analyse data published by Transport for London to solve given commuter scenarios and consider how they could turn the service they have provided into a profitable App.

 

Big Data 2: The children will learn the difference between mobile data and WIFI and how data is transferred and use their understanding of big data to design their own smart school.

  • We will learn how data can be safely transferred.
  • We will investigate the data usage of online activities.
  • We will learn to identify how data analysis can improve city life.
  • We will use our knowledge of Big Data and the Internet of Things, and design a system for a smart school.
  • We will present our ideas for a turning a school into a smart school and consider whether using this data could create any privacy issues.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

 

 

 

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