Learn from yesterday, seek today and aim for tomorrow
IMPORTANT: Please note that we are a nut-aware school. Nuts should not be brought into the building due to allergies.
Being a Programmer at Cayton
At Cayton School, it is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in an effective way. We want children to know more, remember more and understand more in computing so that they leave Cayton School computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this. We intend to build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the world around them that ensures all pupils can understand and apply the fundamental principles and concepts of computer science. This includes logic, algorithms and data representation whereby children can analyse problems in computational terms and have repeated practical experience of writing computer programs in order to solve such problems. We intend to build a computing curriculum that prepares pupils to live safely in an increasingly digital society where children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
The National Curriculum states that ‘A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.’
Our curriculum reflects these beliefs and has been developed to ensure a deep and consistent pedagogy in the teaching of Computing. Through the teaching of Computer Science, Digital Literacy and Information Technology (both plugged and unplugged) the curriculum enables children to make links with the current world and digital climate we live in.
The Learning Journey
Early Years
While the EYFS framework may no longer explicitly include technology, it remains a vital tool for delivering a well-rounded education. By integrating computing into early years education, we can equip our children with the skills they need to navigate the digital world confidently and safely.
Computing in EYFS ensures that pupils enter Year 1 with a strong foundation, builds problem-solving abilities, encourages resilience and supports other areas of learning. By integrating computing into EYFS, pupils also begin to build their digital literacy and their understanding of e-safety.
Building a strong foundation
Computing in EYFS doesn’t have to mean creating a PowerPoint, or writing a Word document! It can be unplugged activities which don’t use a computer. It can also be activities which familiarise pupils with technology they may use more formally in KS1. For example, computing in EYFS may look like taking photos with a tablet, tinkering with a Bee-bot, doodling on an iPad or including an old keyboard in the role play area.
Building problem solving skills
Computing activities, especially those involving computational thinking, build problem solving skills. Pupils learn to break problems down into smaller pieces and focus on the important facts. They take big problems and turn them into smaller ones which can be solved. These problem-solving skills support pupils across the domains of the EYFS framework.
Encouraging resilience
Computing tasks often require persistence to find a solution. There can be an element of trial and error, or tasks can need debugging. This process helps children develop their resilience as they learn to keep trying until they find a solution.
Supporting other areas of learning
Technology can give a helping hand to other areas of learning. Using a drawing app like Doodle Buddy the Notes app on iPads can help develop fine motor skills, while educational games can reinforce numeracy and literacy skills. Computing activities often require children to follow instructions and explain their thinking, which is great for building communication skills. Plus, computational thinking activities also include pattern spotting and logical thinking, which are important mathematical skills.
Developing digital literacy
In this technological age, digital literacy is becoming an absolutely fundamental skill for all. Introducing computing in EYFS helps children get to grips with technology from a young age, preparing them for a world where digital skills are essential. Plus, it’s a great way to teach early e-safety, ensuring pupils can use tech safely both in and out of school.
Key Stage One
Throughout Key Stage One, children learn how to plan, test and debug a simple algorithm. They develop their skills and learn how to program a simple algorithm that involves movement. Children learn how to program a sequence of commands that make a sprite move. They learn to use events, triggers and sequences in programs. Through improving their computer skills, children learn to use a mouse to move things accurately on-screen.
They create a representation of a real or fantasy game or story. Children investigate simple digital mark-making tools. They learn to program an animation using motion blocks. Children learn how to give instructions to a programmable toy, plan a simple algorithm that controls a toy and how to record a sequence of instructions in a common format. They learn how to open and save a document. Children are taught to understand what being online may look like, the different feelings we can experience online and how to identify adults who can help. They also understand that personal information is unique to themselves.
Lower Key Stage Two
Throughout lower KS2, children develop their skills in all areas of computing. They learn how to design and produce a computer simulation as well as program an animation that executes a sequence of statements. Children detect and correct errors in a computer program and use repetition in programs. They are taught to design and produce a computer simulation and program an animation that executes a sequence of statements.
They are taught to use basic navigation skills to browse the world wide web. They will learn how to send and reply to emails and use email to communicate ideas. Children will be taught to identify some of the risks of sharing publicly online and will be able to identify strategies for dealing responsibly with cyberbullying.
They will learn to understand how information in a database is organised and explore the effect of changing variables in a simulation using them to make and test predictions. Children will be able to create an animated scene. They learn how to sort record cards using field names.
Upper Key Stage Two
Throughout upper KS2, children develop their skills further in all areas of computing. Children learn how to identify the various inputs that computer games can use. They develop strategies for testing and debugging computer programs and program a computer game by sequencing conditional statements. They learn how to encode/decode messages using a simple shift cipher.
Children learn how to read basic HTML code and change a picture on a web page. They are taught to use clear search terms when conducting internet searches in order to find things out. Children will explore and identify methods of communication and explore how and why we share information, give information and receive information. Children will be taught to explore the differences and similarities between cyber bullying and more traditional forms of bullying and identify different forms of cyber bullying.
They will understand what to do if confronted with cyber bullying and know how to behave if they experience harassment. They will be able to design vector images as well as create vector images. They will evaluate images and make improvements. Children will learn how to use features of graphical modelling software to develop a 3D model and evaluate and improve their 3D models. Children will be taught how to add images to 3D models.
Computing Progression Map - What we learn
Adaptive Teaching in Computing for SEND support
Substantive Knowledge
CS = Computer Science
The fundamental principles of computer science including, algorithms, programming, computational thinking, testing, debugging, networks, the internet and the WWW.
IT = Information Technology
Applying computer systems to solve problems. Finding things out, exchanging and sharing information, reviewing, modifying and evaluating work.
DL = Digital Literacy (including eSafety)
Create digital artifacts, express oneself, develop and present information and ideas using a range of digital technologies.
National Curriculum Coverage
Declarative/ Conceptual Knowledge – ‘knowing that’
Procedural Knowledge – ‘Knowing how’
