Computing

 

Welcome to Laira Green Computing page

 

Here you will find information about the new subject Computing and how we will approach each aspect.

Dot and Dash Programming April 2016

Here are the staff concentrating during the ‘Dot and Dash’ coding and programming staff meeting!   We are all looking forward to our children programming Dot and Dash to perform various activities. Mrs Buckingham programmed Dash to pay Twinkle Twinkle on her xylophone!!

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Computing in the Curriculum

 

What is Computing in the new curriculum?

According to the new National Curriculum, it is.

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, our 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.

What will my child be doing?

Below is our overview of what will be taught during the year for each year group.  The language is an important aspect as well and a glossary is also attached.

 

Year Group	Computer Science	Information Technology	Digital Literacy
1	I understand what algorithms are. I can create simple programs.	I can use technology purposefully to create digital content. I can use technology purposefully to store digital content.   I can use technology purposefully to retrieve digital content.	Use technology safely. Keep personal information private.   Recognise common users of information technology beyond the school.
2	Understand that algorithms are implemented as programs on digital devices. Understand that programs execute by following precise and unambiguous instructions.   Debug simple programs   Use logical reasoning to predict the behaviour of simple programs.	Use technology purposefully to organise digital content. Use technology purposefully to manipulate digital content.	Use technology respectfully. Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
3	Write programs that accomplish specific goals. Use sequence in programs.   Work with various forms of input.   Work with various forms of output.	Use search technologies effectively. Use a variety of software to accomplish given goals.   Collect information.   Design and create content.   Present information.	Use technology responsibly. Identify a range of ways to report concerns about contact.
4	Design programs that accomplish specific goals. Design and create programs.   Debug programs that accomplish specific goals.   Use repetition in programs.   Control or simulate physical systems.   Use logical reasoning to detect and correct errors in programs.   Understand how computer networks can provide multiple services, such as the World Wide Web.   Appreciate how search results are selected.	Select a variety of software to accomplish given goals. Select, use and combine internet services.   Analyse information.   Evaluate information.   Collect data.   Present data.	Understand the opportunities computer networks offer for communication. Identify a range of ways to report concerns about content.   Recognise acceptable and unacceptable behaviour.
5	Solve problems by decomposing them into smaller parts. Use selection in programs.   Work with variables.   Use logical reasoning to explain how some simple algorithms work.   Use logical reasoning to detect and correct errors in algorithms.   Understand computer networks including the internet.   Appreciate how search results are ranked.	Combine a variety of software to accomplish given goals. Select, use and combine software on a range of digital devices.   Analyse data.   Evaluate data.   Design and create systems ( to manage data).	Understand the opportunities computer networks offer for collaboration. Be discerning in evaluating digital content.
6	Year 6 will continue to develop all aspects and collaborating to accomplish given goals.

 

 

 

Glossary

algorithm – an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular objective.

computer networks – the computers and the connecting hardware (wifi access points, cables, fibres, switches and routers) that make it possible to transfer data using an agreed method (‘protocol’).

control – using computers to move or otherwise change ‘physical’ systems. The computer can be hidden inside the system or connected to it.

data – a structured set of numbers, representing digitised text, images, sound or video, which can be processed or transmitted by a computer.

debug – to detect and correct the errors in a computer program.

digital content – any media created, edited or viewed on a computer, such as text (including the hypertext of a web page), images, sound, video (including animation), or virtual environments, and combinations of these (i.e. multimedia).

information – the meaning or interpretation given to a set of data by its users, or which results from data being processed.

input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors.

internet – the global collection of computer networks and their connections, all using shared protocols (TCP/IP) to communicate.

logical reasoning – a systematic approach to solving problems or deducing information using a set of universally applicable and totally reliable rules.

output – the information produced by a computer system for its user, typically on a screen, through speakers or on a printer, but possibly though the control of motors in physical systems.

program – a stored set of instructions encoded in a language understood by the computer that does some form of computation, processing input and/or stored data to generate output.

repetition – a programming construct in which one or more instructions are repeated, perhaps a certain number of times, until a condition is satisfied or until the program is stopped.

search – to identify data that satisfies one or more conditions, such as web pages containing supplied keywords, or files on a computer with certain properties.

selection – a programming construct in which the instructions that are executed are determined by whether a particular condition is met.

sequence – to place programming instructions in order, with each executed one after the other.

services – programs running on computers, typically those connected to the internet, which provide functionality in response to requests; for example, to transmit a web page, deliver an email or allow a text, voice or video conversation.

simulation – using a computer to model the state and behaviour of real-world (or imaginary) systems, including physical and social systems; an integral part of most computer games.

software – computer programs, including both application software (such as office programs, web browsers, media editors and games) and the computer operating system. The term also applies to ‘apps’ running on mobile devices and to web-based services.

variables – a way in which computer programs can store, retrieve or change simple data, such as a score, the time left, or the user’s name.

World Wide Web – a service provided by computers connected to the internet (web servers), in which pages of hypertext (web pages) are transmitted to users; the pages typically include links to other web pages and may be generated by programs automatically.37