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
In Computing Juniper pupils are using the 2Design and Make tool to explore the effects of moving points when designing a 3D model.
Pupils were adapting one of the vehicle models by moving pints to alter the shape of the vehicle while still maintaining its form.
In Barley class we are learning about blogging this half term. In this lesson we were working collaboratively to plan a blog based on our time at Stanford School. We used the mapping tool to plan and record our ideas.
Juniper class have started to create their own game environment this week, with a specific theme linked to our topic on Vikings. We uploaded images and used different tools to design and create our setting.
Over the last few weeks we have been learning about spreadsheets. The children have learnt how to draw pictures by colouring in blocks, use them to calculate additions and how to input data then turn the data into different types of graphs.
Pumpkin Class have been learning all about keeping themselves safe online.
They discussed lots of scenarios about how to keep themselves safe and what to do if something worries them when they go online.
M- We watched an assembly and it was all about treating people nicely online. Some people send horrible messages and I think that can hurt some people's feelings.
L- I wouldn't want to play a game if people were saying horrible things to me. I would tell my mum and switch it off.
A- You should treat people how you want to be treated.
A- Send polite messages, not nasty ones.
E- We listened to a story about Smartie the Penguin and we helped him decide what to do when he saw a scary picture or when there was an advert that popped up on his tablet. I thought it might have been a scam.
R- We sang a little song to remind us to ask a grown-up for help if we feel worried or upset online.
P- We've been making internet safety posters to help people, so they know what to do to keep safe when they are on the internet.
Pupils in Juniper class were creating and using formulas within a spreadsheet to convert measurements of length and distance.
Pupils in Barley class were exploring probability through the use of the count tool in spreadsheets. They also created formulas to generate and answer mathematical questions relating to probability.
As part of Anti bullying week, Juniper class used their computing skills to give advice on how we would help and support others in different scenarios using and showing Kindness and respect. #antibullyingweek2021
As part of our computing lessons we are focusing on staying safe online. In this lesson we were using an online application to identify whether a character had posted too much content
Pumpkin Class watched a story called ‘Buddy the Dog’s Internet Safety Story.’ They all sang a song: ‘Use Your Tablet Safely.’ They helped the boy called Ben in the story make the right choices when he was using his tablet online.
H- Ben should not click on adverts and download new games without asking his mum first.
L- If you accidently click on something you are not sure about, you should tell a grown-up.
J- Ben got a message from a stranger. I don’t think he should talk to them. He should tell a grown-up.
C- Never talk to strangers outside or online. You don’t know them.
O- If you see something scary or something horrible. Tell a grown-up straight away.
P- If you are not sure about something on the internet and you are worried, tell your parents or a teacher.
R- Ben needed to know that not all games on the internet are suitable for children.
The Pumpkins really enjoy using the Purple Mash program at both home and at school. They log on independently and like to explore the different tools, games and information.
L- I watch History videos. Purple Mash helps me learn new things about long ago.
C- I like colouring pictures with the different textured paints. I drew a castle with crayons that looked like real bricks.
D- I use Purple Mash to type my own stories.
E- I have tried lots of activities on Purple Mash at home and at school.
J- I play spaceship number games to improve my adding.
H- I have been learning about halves and quarters by playing a pizza game.
W- I have researched facts about the Romans. I am very interested in them.
Today we learnt that ‘coding’ is another work for instructions and an ‘algorithm’ is a list of instructions. We pretended to be computers and coders giving each other instructions. After this we started designing a page for us to practice coding on in another lesson. We managed to add characters to our design & change the background. The children really enjoyed the designing process.
In computing, we have been learning about how to create text-based adventures. We used the story 'The Little Red Riding Hood' to create a storyboard and practised our coding skills on Scratch.
TC - we love using Scratch, it is fun to make the avatar move around and make noises. BM - this is a brilliant app! I can't wait to create our own story game.
Today we have started to learn about animation and how the eye is tricked into thinking that pictures move. We looked at the history of animation and the first cartoons made, then we had a go ourselves. First we made a simple animation by using a strip of paper then the children created animations on the computer. They were really quick at using the skill and made some amazing short clips.
We have developed out skills further with the use of Logo. Today we learnt how program set ‘procedures’ for the drawing of basic shapes. We then used these procedures to create patterns and pictures. The children had lots of fun doing this and they were very creative.
In Computing the children were shown a program called Logo, with this the children could program an icon to draw patterns and shapes. The children got really adventurous with this, changing the backgrounds and icon then drawing pattern through the use of coding.
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.