Computing Plans EYFS

Transcription

1 Computing Plans Working towards new Computing PoS for KS1 Use Logical reasoning to predict the behaviour of simple programs Understand what algorithms are, how they are implemented as programs on digital devices and that programs execute following a sequence of instructions Write simple programs Organise store and retrieve data in a range of digital formats Recognise common uses for digital technology beyond the school Keep personal information private. Organise store and retrieve data in a range of digital formats Area of computing Modelling Control and Programming Handling data Research Multimedia and word processing Graphics Digital video Online communication Music and sound Outcome Explore options in simple simulations and in a paint package, making choices to achieve an outcome Guide a floor robot to visit specific locations on a floor map related to another subject, recording the instructions. Either as a class or individually, collect information. Use a pictogram to represent the information and answer simple questions about it. Explore a variety of digital resources to access a range of information for a topic. Know how computers help us outside school With help, log on to, personalise and use the tools within an online space Combine text, images and possibly other features to create either a printable document or a simple multimedia presentation Use a paint package to create a picture Use a digital camera and camcorder to record images. Use computing to listen to and talk about sounds; create simple sounds 1

2 These plans are to support EFYS practitioners in providing a range of ICT opportunities and experiences for children in the Foundation Stage that provide continuity into the KS1 curriculum. The activities are clearly rooted in practise but they are linked to the 9 areas of ICT used in the ICT curriculum until Links to the new programme of study statutory from 2014 are also shown. 2

3 Modelling Key Understanding Key Experiences Outcomes Be aware that some devices need commands to Use a variety of electronic toys in play operate and control them, e.g., traffic lights, car park barrier, and games consoles. Understand what commands are needed to situations, e.g., dance mats, Bee-Bots, and remote control toys, using basic directional language. control different devices, e.g., make a noise to activate a toy; press a button to make it work. Be aware that the computer keyboard can be used to control objects on screen Begin to understand that computers can represent real or imaginary situations. Be aware that different choices made using a program on the computer can produce different outcomes. Be aware that computers can make imaginary things happen on-screen, which may not happen in everyday life Explore toys that simulate control devices e.g. traffic lights, scanner, microwave, cash tills, with the intention of finding out how it works. Control simple games on-screen using the arrow keys. Compare real life and virtual situations, e.g., colour in a shape, dress teddy. Explore simple simulations and find out what happens if Explore options in simple simulations and in a paint package, making choices to achieve an outcome Use an art package to design a model or plan a setting for a story Choose clothes and dress Teddy for different weather conditions (PSHE, Geog) Choose farm yard images to create a picture (Sci, Art) Explore different combinations to make cakes, sandcastles etc using the Big Day Out (Geog, DT) Suggested resources: paint program, modelling websites e.g. Big Day Out ( ) and BBC Science Clips ( ), modelling software e.g. Simple City, My World ipad Apps 3

4 Control: Concept objectives Key Experiences Outcomes Be aware that digital devices e.g., thermometers, metal detectors, and sound monitors can be used to show external changes At this stage, children should be made aware of everyday devices that sense data, e.g., bar codes, metal detectors, simple sound recorders, automatic doors, light sensors, stick-on thermometer strips. Control a range of toys using remote controls. Explore the commands needed to control a range of electronic toys. Program a floor robot to move forward, backward left and right Suggested resources: floor robot (e.g. Bee-bot, Bluebot, Cubetto), mats and obstacles, Sphero, Remote Control Toys Guide a floor robot to visit specific locations on a floor map related to another subject, recording the instructions. Use Sphero to navigate an area; spell out a letter or word or journey around a map or obstacle course. (Lit, Num, Geog) Handling Data: Key Understanding Key Experiences Outcomes To understand that: Collect information, e.g., by taking Be aware that information can be sorted photographs or collecting objects. both practically and by using a computer program. Begin to sort, classify or group various Have an awareness of how a computer allows objects to be moved around easily on screen changes to be made easily changes to be saved objects progressing from practical activities to the use of ICT, e.g., practically sorting fruit into colours, types or shapes, and then on-screen. information to be revisited at another time and changes made. Use ICT to sort and sequence objects on a screen or interactive whiteboard. Produce simple pictograms with help Either as a class or individually, collect information. Use a pictogram to represent the information and answer simple questions about it. Interpret a pictogram showing the types of houses people live in Interpret a pictogram showing the most popular fruit in the class Collect and analyse class-based data about themselves (e.g. Our favourites / Our homes) 4

5 Suggested Resources: Pictogram software, e.g.. 2Count (from 2Simple Infant Video Toolkit), 2Investigate, RM Starting Graph, Pictogram. Online graph makers e.g. Finding Things Out: Research Key Objectives Key Experiences Outcomes Be aware that ICT sources, e.g., Espresso, Moodle, and the Internet can be used to find things out. Be aware that information can be in different forms, e.g., video, pictures and sound, as well as text. Be aware of what to do if they see something they do not like on a website, e.g., how to turn the monitor off, tell an adult, use back buttons to return to the home page, or use the Hector Protector screen. Use a shortcut such as an icon on the desktop to navigate to a specific website. Explore a teacher-selected website or apps to find a desired page, using hyperlinks and navigation buttons. Explore a variety of resources to access a range of information for a topic. Example Outcomes: Explore a given internet page to find out information about toys from the past In guided or shared reading, use an online or multimedia book and talk about how it compares to a paper-based book. Children find out information about one of the places Barnaby visited on his travels from a given webpage Suggested Resources: Websites related to topics; digital camera/ camcorder/ microscope/ MP3 player; websites and multimedia books with stories and information for use in Literacy 5

6 Multimedia and word processing Key Knowledge Key Experiences Outcomes Be aware that text and Develop mouse control through simple activities on-screen Combine text, images and possibly images on a computer can including click-and-drag, drag-and-drop. other features to create either a be printed out. Begin to use a keyboard and develop familiarity with printable document or a simple Be aware that text comes letters, numbers, backspace (to delete), arrow keys and multimedia presentation in different colours, sizes space bar. and styles. Use a keyboard in writing. Be aware that they can Use an interactive whiteboard for mark-making. interact with multimedia Explore using a combination of images, sound and text. software to make Explore changing text size, style and colour (with something happen on appropriate simple software). screen. Use templates to make simple labels. Begin to understand that Interact and respond to a range of ICT stimuli, including ICT can be used to media and ICT texts. communicate through text, Print out work, using appropriate software. images and sound. Be aware that a keyboard and mouse are tools for communicating with a computer Know how to use simple tools on an interactive whiteboard, e.g., software and pen tools. Suggested Resources: Multimedia authoring software: 2Create a story, Tizzy s First Tools, Clicker 4 or 5, Textease. Word processing software: 2Publish, 2Publish+, Textease. NB Microsoft Word is not suitable for this age group. 6

7 Graphics Key Understanding Experiences Outcomes Be aware that marks can be made on Use a paint program or interactive Use a paint package to create a picture screen as well as paper and that a range whiteboard software to make marks using of tools can be used to change the simple tools, including changing brushes, Use a paint package to create a picture. effects. fill, colour, and stamps, to communicate Create similar picture using real paint, That still objects can be animated using their ideas. and compare the computer. Suggested Resources: paint program (2Paint, 2Paint a Picture, Tizzy s First Tools, Revelation Natural Art, Dazzle, 2Create A Story, SWGfL Merlin paint NB Microsoft Paint is not as easy to use, and is not recommended. Digital video Key Understanding Key Experiences Outcomes Be aware that there are various ways of capturing still and moving images. Be aware that still and moving digital images can be transferred to the computer, saved and reviewed. Interact and explore their environment using multimedia equipment, including digital cameras, video cameras, microscopes, webcams and visualisers to capture still and moving images. With help, play back captured still or moving images, becoming familiar with the control buttons, e.g., using play, stop and pause. Use a program that allows children to select objects and animate them. Suggested Resources: digital camera, digital camcorder, digital microscope Use a digital camera and camcorder to record images Take photographs of shapes round the school 7

8 Online communication Key Understanding Key Experiences Outcomes Be aware of the use of different forms of Use different forms of electronic online With help log on to, personalise and electronic communication via teacher-led activities and free play, e.g., sending an to another class. communication in free play, e.g., , mobile phones, hand-held devices, walkie-talkies, sound recording devices. use simple tools within an online space. Be aware that the VLE (Moodle) can be used Explore simple web-based Follow links to a range of for communication. Be aware that there are a range of ICT tools communication tools with adult support, e.g., on the VLE websites, at school and at home from an online platform for communicating, e.g., webcams, text and Participate in simple video conferencing . and webcam activities with adult help. Suggested Resources: Makewaves, Moodle, eschools or other online learning platform Music and Sound Key Understanding Key Experiences Outcomes Be aware that computers and other devices can be used to record and play back sounds. Be aware that sound can be recorded on a computer or a sound device. Be aware that a range of ICT software and equipment can be used to select, control and change sounds. Explore ways of making and listening to sounds using simple programs and devices, e.g., karaoke machines, music mats and piano keyboards. With help, use buttons to play back sounds on a computer and a sound player. Record sounds and speech using a microphone and computer or a recording Use computing to listen to and talk about sounds; create simple sounds Example Use sound buttons in a program to hear sounds and link them to pictures Use a sound recorder to record sounds around the school or local area and use them to inspire poetry 8

9 device, e.g., talking tins, recording pens, and talking postcards. Choose pre-recorded sounds within a piece of software. Experiment with pitch and sound using simple programs and tools. Suggested Resources: microphone, cassette recorder and/or digital sound recorder, programs with sound buttons, 2 Simple Music Toolkit. Multimedia software with sound recording: 2create a story, Textease, Tizzy s first tools 9