Recent research used to inform practice: National Centre for Computing training, Somerset ELiM training, South West Grid for Learning.
At South Petherton Infants School our aim is to provide a high-quality computing education which is fully inclusive and accessible to every child. We aim to equip the children to become digitally literate in order to participate in the rapidly changing world where work and leisure are increasingly transformed by technology. Our teaching allows the children to gain secure knowledge and skills which will encourage them to use ICT to develop ideas, express themselves, solve problems and become computational thinkers. Computing skills allow children to become confident, creative and inquisitive learners who are able to be critical and challenge themselves. We intend to develop a computing curriculum that is both taught discretely where appropriate and also embedded across all other subject areas.
We intend to build a computing curriculum that prepares pupils to live safely and make safe choices in an increasingly digital world.
Children will be taught about significant figures who have had a major impact on the development of a digital society such as Alan Turing, Ada Lovelace and Tim Berners-Lee.
We have built our Computing curriculum based on ELiM’s New Wessex computing scheme alongside the National Curriculum. This allows us to support the skills and progression of computer science and computing ensuring clear cross curricular links to other subjects that are taught with EYFS and KS1.
KS1 Provision 2021 to 2022 underpinned by Online Safety
Discover my technology
Move My Beebot (WP)
Technology in our lives: Exploring, retrieving and sharing information (Pets)
Making my animated people (WP) Stick People
Pivot stick software
Technology in our Lives
Handling Data Counting My Information /counting and sorting materials(WP) (Multimedia 1 Pic Collage WP)
Green screen weather forecasts (Multimedia2 WP)
More than My Beebot (WP)
Beebots/Fix the Factory
Green Screen Filming Habitats
Technology In my Life (WP)
Multimedia poster/Video for Akamba Present my information, including keyboard skills
Technology in our lives Do I Trust the Internet?
Block Graphs Temperature investigations
Stop Motion – Dinosaurs
Technology in my Life
Ada Lovelace and
Continuous Provision: Technology in our lives Communication with the other members of the school and South Petherton Juniors using Microsoft Teams for Collective Worship, Celebration assembly, sharing work, communicating with outside experts such as authors etc.
E safety rules
I am kind and responsible
I am safe
Keeping personal details private
I am healthy
Age appropriate games
I am healthy Lifestyle choices
Active Bytes 1 E safety rules
Active Bytes Kind and Responsible
Active Bytes Privacy
Trusting Information-fake news
I am healthy Age appropriate games
Keeping healthy when using technology
Computing in Foundation Stage Continuous Provision Model – underpinned by Online Safety
Technology in our lives
Understanding the world
Children see adults use simple search engines such as Kiddle to find information. They are given opportunities to explore information sites such as Infant Encylopedia, CBeebies Topics and Glossopedia.
People and Communities Children use play technology and junk models to role play work environments such as vets, builders, shop, hospital etc. They have opportunities to explore old technology such as phones, keyboards, old PCs etc.
Understanding the world Children experience travelling the world using Google Earth software or app. They see photos and visit 3d buildings. Teachers model safe use of Youtube to view videos of places around the globe.
Exploring/using media and materials Children use 2Paint or other simple software/apps to make marks and to paint a picture. Moving and Handling IWB is used to encourage big arm movements. Apps and paint software used to develop fine motor control.
Exploring and using media and materials 2Simple Music Toolkit, Music Sparkles or Tap a Tune App used to create music. Simple apps and websites used to create animations eg ABCYA.
• I can make a floor robot move.
• I can use simple software to make something happen.
• I make choices about buttons and icons I press, touch or click.
• I can tell you about different kinds of information such as pictures, video, text and sound.
Self-confidence and self-awareness
Children explore the buttons of a floor robots and remote-control toys. They are guided to discover ways to make the object move. Adults talk about what has been achieved by the children.
Making relationships Children have opportunities to build environments for floor robots. They work together to navigate the robot or remote-control toy around obstacles. Select and use technology Children take photos and video to capture learning. They know where it is stored to go back and reflect on their learning. They talk about what they can learn from photos
Select and use technology Children take photos and video to capture learning. They know where it is stored to go back and reflect on their learning. They talk about what they can learn from photos and video online or photos in books.
Children use software such as 2Count and apps such as DoodleBuddy to count information and to talk about what they have found out. They use websites such as Furbles to sort objects.
Understanding (communication and language) Children follow sets of instructions. They communicate instructions to each other and to supporting adults.
Shape, space and measures Children use appropriate language to describe position and distance of floor robots. Numbers Children count steps and movement of floor robots.
Managing feelings and behaviour Children are supported to know their own important information. They use sound recorder apps to practise their information. Adults rehearse who they can tell this information.
Finding information Children use QR codes to select information they want to find out.
Select and use technology Children explore apps such as BeeBot / Kodable to make things happen. They talk about solving problems as they work at the low levels in the apps. Adults support them to be willing to make mistakes and learn from them.
Select and use technology Children collect sounds to provide evidence in an investigation. They record interviews to collect information from adults or other experts. They know where the information is stored and can play it back.
Online safety for Reception and KS1 is taught using following Elim Somerset Active BYTES program