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Computing Curriculum

We use Chris Quigley Essentials for our Computing skills

Take a look at the Milestones below 

From September 2014, Dinnington Community Primary School will be following the new National Curriculum. This will be linked to the Chris Quigley Scheme. 

• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.

• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.

• An understanding of the connected nature of devices.

• The ability to communicate ideas well by using applications and devices throughout the curriculum.

• The ability to collect, organise and manipulate data effectively.

 
Key Stage 1 Key Stage 2

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.

• Write and test simple programs.

• Use logical reasoning to predict the behaviour of simple programs.

• Organise, store, manipulate and retrieve data in a range of digital formats.

• Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

• Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

• Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.

• Use logical reasoning to explain how a simple algorithm works, detect and correct errors in algorithms and programs.

• 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.

• Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.

• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 
    Milestone 1 Milestone 2 Milestone 3
To code (using Scratch) Motion

• Control motion by specifying the number of steps to travel, direction and turn.

• Use specified screen coordinates to control movement.

• Set IF conditions for movements. Specify types of rotation giving the number of degrees. 

Looks

• Add text strings, show and hide objects and change the features of an object.

• Set the appearance of objects and create sequences of changes.

• Change the position of objects between screen layers (send to back, bring to front).

Sound

• Select sounds and control when they are heard, their duration and volume.

• Create and edit sounds. Control when they are heard, their volume, duration and rests.

• Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.

Draw

• Control when drawings appear and set the pen colour, size and shape.

• Control the shade of pens.

• Combine the use of pens with movement to create interesting effects.

Events

• Specify user inputs (such as clicks) to control events.

• Specify conditions to trigger events.

• Set events to control other events by ‘broadcasting’ information as a trigger.

Control

• Specify the nature of events (such as a single event or a loop).

• Use IF THEN conditions to control events or objects.

• Use IF THEN ELSE conditions to control events or objects.

Sensing

• Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

• Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).

• Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.

Variables and lists

• From Year 3 onwards.

• Use variables to store a value. 

• Use the functions define, set, change, show and hide to control the variables.

• Use lists to create a set of variables.

Operators

• From Year 3 onwards.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations.

• Use the Boolean operators 

() < () 

() = () 

() > () 

()and() 

()or() 

Not() 

to define conditions.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations. 

Pick Random () to () 

Join () () 

Letter () of () 

Length of () 

() Mod () This reports the remainder 

after a division calculation 

Round () 

() of ().

To connect  

• Participate in class social media accounts.

• Understand online risks and the age rules for sites.

• Contribute to blogs that are moderated by teachers.

• Give examples of the risks posed by online communications.

• Understand the term ‘copyright’.

• Understand that comments made online that are hurtful or offensive are the same as bullying.

• Understand how online services work.

• Collaborate with others online on sites approved and moderated by teachers.

• Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used. 

To communicate  

• Use a range of applications and devices in order to communicate ideas, work and messages.

• Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.

• Choose the most suitable applications and devices for the purposes of communication.

• Use many of the advanced features in order to create high quality, professional or efficient communications.

To collect  

• Use simple databases to record information in areas across the curriculum.

• Devise and construct databases using applications designed for this purpose in areas across the curriculum. 

• Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.




Internet Safety

  • Explore e-safety sites - There are lots of links to useful e-safety sites for children in our Children's Zone. They are great fun to explore, so why not browse through them with your children?
  • Facebook / Bebo / Myspace - Many of these sites have a minimum age limit of 13, so our pupils should NOT be using them. They do not offer the appropriate levels of protection, allowing children to communicate with anyone.
  • Keep your computer in a shared area - Talk to your child about what they are doing online and, if possible, set up your computer in a shared area at home so that you can all share in the wonderful sites that are available online.

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