Stanford Junior and Infant School
Living together - Learning together
When planning and teaching computing at Stanford Junior and Infant School, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of ‘Computational Thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
In Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Children in both KS1 and KS2 are taught in weekly sessions by their class teacher as detailed below:-
Pupils should be taught to:
Pupils should be taught to:
In addition to this technology is always available in the classrooms and is used throughout the day to enhance the children’s learning experience across other areas of the curriculum.
Our Computing curriculum will ensure all pupils develop key computing learning skills, as set out by the national curriculum.
After the implementation of this robust computing curriculum, children at Stanford Junior and Infant School, will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.
Scratch Community is a fantastic programming resource for learners of all ages. What better place to start than a site dedicated specifically for those who want to use Scratch to learn programming? Here you will find videos, lesson plans, worksheets, discussions and even real people to ask for help.
Or for a more game based approach try code.org
BBC Bitsize always has lots of useful information and resources to get to grips with Computing
Star Anise Year 5: In Computing Star Anise have been learning about databases. In this lesson we were using a flight database to search then filter our results to find the cheapest flights, quickest flights and also filter the results to find a flight that landed in the morning- great work Star Anise!!! ✈️
In Computing Barkey class have been learning about spreadsheets and the formulas used to calculate costs. We are planning our own party and calculating how much this will cost using different formulas!
Stanford Trust have kindly donated new laptops to the school to help support the pupils- we would like to say a huge thank you for their continued support, we really appreciate the new tech!! 👩💻
As part of Safer Internet day, children listened to the story 'Smartie the Penguin'. Children talked about and worked to solve Smartie's problems.
TT - Don't trust everything online it might not be true.
RA - Tell a grown up if you are worried about something you see.
HF - Don't tell people on the internet where you live.
LB - Don't play games on the internet for a long time, go outside and play a game instead.
For Safer Internet Day, we listened to Mrs. Brady read the story about Smartie the Penguin. We had to think carefully about what Smartie should do when he:
S- I watched the Smartie the Penguin story. I listened well to the questions and got all the decisions right. I wrote three names of people who would keep me safe online.
H- I ask my mummy and daddy for help if I am worried about anything I see on my tablet.
A- Don’t believe everything on the internet. Some things are just not true.
J- You shouldn’t tell people who are strangers your personal information. Don’t tell them where you live or what your name is.
This week we watched a video story and learnt new ways of being safe on the internet. This is what we found out:
Year 6 pupils completed a quiz on internet safety- identifying the apps, agre restrictions on sites and games and also identifying whether articles are real or fake- excellent work
In our computer lessons we have been learning about spreadsheets. Today we looked at converting spreadsheets into line graphs. This is an important skill we can use as adults.
Today we looked at spreadsheets and how they are used to store information. We used them to make calculations and then we learnt how to add colour and images to them.
We were asked to create our own zoo with enclosures and animals in them. It was lots of fun!
In Computer studies we looked at plagiarism. This is where you presenting someone else's work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement.
We looked at 2 pieces of ‘homework’ and the children had to guess what was wrong with it. They could see that one child had clearly copied their work off the internet and had put no effort into it. There was blue text for names (which were internet links) and numbers which referred to references from the original article. The children noticed that the size of the font changed and there was a fact file copied into one box. The children took part in a quiz to see if they could identify where someone had
plagiarised themselves.They then discussed why plagiarism was a bad thing they decided it was wrong because we are taking credit for someone else’s hard work.
Star Anise pupils used a range of computing skills to create an information leaflet on how to stay safe on a bike. They used what they learnt in Bikeability to make their leaflets full of important information: from why wearing a helmet is important to how to stay safe on the roads.
Barley Class were learning about digital footprint and understanding how and why people use their information and online presence to create a virtual image of themselves as a user. They completed a task which used a simulation of applicants to a college funded by the local premier league football team Halliwell FC. The college had used online searches to fill in the information that they can find to help them assess who should be offered a place. Barley class investigated which applicant would be the best for the football team, using the digital footprint they had on each person.
We have been learning about the lives of Victorian children. Poor children were expected to work from the age of 3 in harsh and dangerous circumstances.
As we do not have any actual Victorian artefacts (Primary Resources) to look at we used computers to find information & images of the different jobs they had to do (Secondary Resources).
It was very scary what the poor children had to do and a lot of children got hurt or died working in factories, in mines and up chimneys. It made us think about how lucky we are having good lives.
Star Anise class were designing and writing a program that stimulates a physical system. They used a coding system to write a program around a football match game.
Barley class were using the 2code system to use functions and understand why they are useful. They worked on a coding programme to organise the codes into tabs and and eliminate surplus codes.
Pupils in Juniper class have been learning about communication and how we can communicate using email. They opened an email sent by Mrs Smith and learnt how to respond to emails using Purple Mash.
This week children have been programming the Beebots to move in different directions including forwards, backwards and turning around.
The Sunflowers have been learning all about how to stay safe when they go online.
W- My dad checks my games before he lets me play them.
T- Don't tell anyone on the internet your real name and where you live- they might be strangers.
G- Ask an adult to help you find the right games for your age.
C- Don't write horrible messages online.
G- If you see something scary or not very nice on the internet, tell a grown up straight away.
B- If you put your name, age, address and what your school is called on the internet, you are telling everyone in the world your personal information.
They designed some internet safety posters, which have some very important messages.
The Sunflower's have been finding out about Arcimboldo and have been fascinated with his fruit and vegetable faces.
Arcimboldo is well known today for painting portraits of people made out of different types of fruit, vegetables, meat and fish. He would pick food that had a connection to whatever he was painting. For example, when creating a picture of autumn, he used fruit and vegetables that grew in autumn.
The Sunflowers have created fruit and vegetable faces of their own using oil pastels and also on the computer.
Juniper class have started to learn how to touch type in Computing. In this lesson we learnt how to use the home, top and bottom row keys. We completed a range of challenges that enabled us to use these keys.
OS: "At the beginning I was only getting 7, now I pressed 51 keys in 2 minutes"
LC: " I really like learning how to type properly. I am becoming faster each time."