Welcome to Sussex Road School Computing
At Sussex Road, we want children to be confident to explore the possibilities Computing has to offer. We don’t just want children to be passive users of computers but to become active in using them, and other forms of technology, to solve problems and to consider how they can enhance our lives.
It’s important to us that children understand how to keep themselves safe online and to have the ability to question what they see and read – whether that be when communicating with others online or considering the reliability of the results of a Google search.
The children at Sussex Road are encouraged to question how the games they play online work and challenged to code their own so that they aspire, not just to use, but to design and create as well. We give the children opportunities to explore a range of programs and technology so that they can evaluate each and make appropriate choices as to their suitability for different tasks.
By the time the children leave us, we want them to be ready for the challenges and possibilities that living in a digital age presents us with and to have the skills to use different forms of technology with confidence.
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Sussex Road School Computing |
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Computer Science |
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Problem Solving Algorithms: sequences of instructions in everyday contexts Real world problems: sequence of steps to solve |
Problem Solving Algorithms: sequences of instructions/sets of rules in everyday contexts Program on screen using sequences of instructions |
Problem Solving Programing: block language, without user interaction Simulations of physical systems on screen Plan a project. |
Problem Solving Programing: block language, including simple interaction Simulation of a simple physical system on screen Plan a project |
Problem Solving Programing: block language based on their own ideas Computer control applications.1 Solutions to problems using decomposition |
Problem Solving Programing: using a second programming language based on own ideas Computer control application Solutions to problems using decomposition tackling each part separately Sequence, selection, repetition and variables in programs Programing: inputs, other than keyboard and mouse and outputs other than screen or speakers |
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Select and use technology for particular purposes Complete simple program on a computer |
Programming Floor turtles |
Programming Simple program on screen, correcting any errors |
Programming Sequence in programs Program to produce output on screen |
Programming Sequence and repetition Program that accepts keyboard input and procedures on-screen output |
Programming Sequence, selection and repetition Program that accepts keyboard and mouse input and produces output on screen through speakers |
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Logical Thinking What will a program do? |
Logical Thinking Logical explanations for what a program will do |
Logical Thinking Explain a simple, sequence-based algorithm Logical reasoning: detect errors Computer networks: binary Understand that Email and video-conferencing |
Logical Thinking Algorithms: sequence and repetition Logical reasoning: detect and correct errors in programs Internet: transmitting information as packets of data Internet & the web |
Logical Thinking Rule-based algorithms Logical reasoning to detect errors in algorithms Data routing on the internet How web pages are created and transmitted |
Logical Thinking Give clear and precise logical explanations of a number of algorithms.
Use logical reasoning to detect and correct errors in algorithms (and programs).
Understand how mobile phone or other networks operate.
Understand how domain names are converted into IP addressed on the internet. |
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Information Technology |
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Creating Content Digital technology: store and retrieve content Original content: digital technology |
Creating Content Store, organise and retrieve content on digital devices for a given purpose. Create and edit original content for a given purpose using digital technology. |
Creating Content Programs on a computer Design and create content on a computer Collect and present information |
Creating Content Programs: use and combine a range on a computer Design and create content on a computer in response to a given goal. Collect and present data. |
Creating Content Programs: use and combine a range on multiple devices Design and create programs on a computer in response to a given goal. Analyse and evaluate information. |
Creating Content Select, use and combine a range of programs on multiple devices. Design and create systems in response to a given goal. Analyse and evaluate data. |
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Searching Search for information within a single site. Search engines select according to key words. |
Searching Standard search engines Search engines rank according to relevance. |
Searching Filters: effective use of a standard search engine Search engines use a cached copy of the crawled web to select and rank results. |
Searching Range of search engines appropriate to finding information that is required Search engines rank pages based on the number and quality of in-bound links. |
Across all areas of the Computing curriculum, we teach children digital literacy: how computers and ICT can be used effectively and how to stay safe whilst doing so.
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EYFS |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Digital Literacy
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Online Safety Keep themselves safe while using digital technology. Understand that information on the internet can be seen by others. Understand what to do if they see disturbing content online. |
Online Safety Keep safe and show respect to others while using digital technology. Understand that they should not share personal information online. Understand what to do if they have concerns about content or contact online. |
Online Safety Use digital technology safely and show respect for others when working alone. Recognise unacceptable behaviour when using digital technology. Know who to talk to about concerns and inappropriate behaviour. Decide whether a web page is relevant for a given purpose or question. Use email and video-conferencing in class. |
Online Safety Demonstrate that they can act responsibly when using computers - what is and isn't acceptable Know who to talk to about concerns and inappropriate behaviour. Decide whether digit content is relevant for a given purpose or question. Work collaboratively with classmates on a shared wiki. |
Online Safety Demonstrate that they can act responsibly when using the internet. Discuss the consequences of particular behaviours when using digital technology. Know how to report concerns and inappropriate behaviour in a range of contexts. Decide whether digital content is reliable and unbiased. Work collaboratively with classmates on a class website or blog. |
Online Safety Show that they can think through the consequences of their actions when using digital technology. Identify principles underpinning acceptable use of digital technologies. Know a range of ways to report concerns and inappropriate behaviour in a variety of contexts. Form an opinion about the effectiveness of digital content. Use online tools to plan and carry out a collaborative project. |
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Recognise that a range of technology is used in places such as homes and schools. Interacts with age-appropriate computer software. |
Using IT Beyond School Show an awareness of how computers and IT are used for communication beyond school. |
Using IT Beyond School Show an awareness of how computers and IT are used for a range of purposes beyond school. |
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