- Early Years Foundation Curriculum
- Curriculum KS1 & KS2
- English at Tiptoe
- Maths at Tiptoe
- Science at Tiptoe
- Art at Tiptoe
- Music at Tiptoe
- Design and Technology at Tiptoe
- PE at Tiptoe
- History at Tiptoe
- Geography at Tiptoe
- Computing at Tiptoe
- French at Tiptoe
- RE at Tiptoe
- PSHE at Tiptoe
- Monster Phonics at Tiptoe
- Tiptoe School Learning Powers
Computing at Tiptoe
At Tiptoe the overall aim of Computing is that pupils leave primary school as confident, capable and creative users of digital technology, with a secure understanding of the fundamental principles of computer science and as safe, responsible and discerning digital citizens.
We aim to develop pupils’ computational thinking and creativity so that they can ‘understand and change the world’. Our curriculum recognises that computing has three inter-related aspects, and these are covered in each year:
- Computer Science (the foundations of computing, covering coding and computational thinking)
- Information Technology (the applications of computing, including working with documents, data and digital media)
- Digital Literacy (the implications of computing for individuals and society)
Our curriculum recognises the ‘spiral’ nature of progression within computing: new knowledge, skills and understanding within each of the strands of the subject build on what’s gone before. Thus, for example, in programming pupils are introduced to a simple sequence of recorded button presses on a Bee Bot in Year 1, then move on to building programs by snapping together blocks to move sprites in Scratch Jr before going on to create their own animations, quizzes and games in Scratch. Pupils progress from simpler to more complex programming languages, but also build up their conceptual understanding of programming from sequence, through repetition and selection to variables, input and output.
Our learning journey is based on ‘Switched On Computing’ which has given us the flexibility to adapt the scheme to our own technologies, approaches and priorities. Units typically include some cross-curricular connections to things pupils will be studying elsewhere in the curriculum, helping them to see how computing can be applied in a wide range of contexts, but also doing much to promote retention in both domains as pupils make and reinforce the connections between new ideas.
At Tiptoe our long term plans for computing recognise that it is, at its heart, a practical and creative subject, with pupils learning best when they’re consciously engaged in digital artefacts to share with others. These can be as simple as digital images or musical compositions through to complex collaborative projects and sophisticated, well-tested programs of their own. Throughout their learning, pupils develop skills in working with others, including contributing to and leading shared group work. They become adept at giving constructive, critical feedback, and on acting on feedback they receive from their peers.
We use many ways to track the impact of computing lessons on pupils’ learning. Each unit includes a comprehensive list of differentiated learning outcomes, making it easy for teachers to check where pupils’ work fits with a set of age-related expectations. We also use questioning during each unit, encouraging the recall and application of what pupils have learnt. This ensures that our children are digitally literate and ready for their next step of learning.
In early Years children will use technological devices in roleplay to imagine real life experiences in relation to the world around them.
Once children have learnt key skills, they can use their imaginations to create their own programs which they can share. They can evaluate and reflect upon their designs and experiences. They can develop a sense of the world around them by creating games, programs and by presenting information in different ways, linked to other curriculum areas.
During self-initiated play young children should have access to a range of devices, including computers, iPads, listening stations, microphones, cameras. They should be taught to understand the right and wrong ways to use these items.
Digital literacy should be taught to evaluate and reflect on the use of software and the internet. This includes making the right choices when selecting technological tools and information. They should begin to ask questions such as; How can you keep safe whilst using the internet? Can I trust everything I find out on the internet? How secure are the images posted on the internet?
Older children should consider the moral and ethical issues related to the use of the internet. This could include the misuse of and access to personal data, or the effects of social networking, social media and cyber bullying.
Digital recordings and photos/videos can be used by young children to share ideas and communicate with each other and with adults. They should be taught how to use equipment and appropriately share with others.
In Computer science, children should be encouraged to cooperate with each other and to listen to each other’s ideas and opinions. They could work on collaborative tasks to solve problems or when doing research. They should understand the role of teams and the parts individuals play within the team. They should also evaluate the work they have done.
Children should find out about local, national and global events using video clips. (E.g. using Newsround regularly in school).
Through topics they can relate to cultural events and customs by watching video clips, looking at images and by reading about their own heritage and that of others. They can research, using different search engines, what life is like for others and present their information by creating programs or presentations using ICT. (word, PowerPoint etc.)