- Early Years Foundation Curriculum
- Curriculum KS1 & KS2
- English at Tiptoe
- Maths at Tiptoe
- Science at Tiptoe
- PE at Tiptoe
- Music at Tiptoe
- Design and Technology at Tiptoe
- Art at Tiptoe
- Computing at Tiptoe
- RE at Tiptoe
- PSHE at Tiptoe
- French at Tiptoe
- History at Tiptoe
- Geography at Tiptoe
- Tiptoe School Learning Powers
- Monster Phonics at Tiptoe
Computing at Tiptoe
Computing our Intent
Technology is part of everyday life and at Tiptoe we intend to prepare the children to be confident and competent within a world that is heavily shaped by technology.
The aim of the computing curriculum is to equip future generations with the necessary skills for adult life and employment within the ever changing technological environment we live in.
The children will use a range of software where they can find, analyse and present information. They will become independent learners who are fluent in their understanding of computer science by teaching them how to use a range of programs where they are able to design, create and evaluate their work using subject specific vocabulary.
E-safety will be a key focus whenever the children are online to promote the importance of using technology safely and respectfully.
We want children to leave Tiptoe with good digital literacy skills, being able to safely use technology and the ability to develop their ideas through ICT so they can apply this to their further education and future careers.
In early Years children will use technological devices in roleplay to imagine real life experiences in relation to the world around them.
Once children have learnt key skills, they can use their imaginations to create their own programs which they can share. They can evaluate and reflect upon their designs and experiences. They can develop a sense of the world around them by creating games, programs and by presenting information in different ways, linked to other curriculum areas.
During self-initiated play young children should have access to a range of devices, including computers, iPads, listening stations, microphones, cameras. They should be taught to understand the right and wrong ways to use these items.
Digital literacy should be taught to evaluate and reflect on the use of software and the internet. This includes making the right choices when selecting technological tools and information. They should begin to ask questions such as; How can you keep safe whilst using the internet? Can I trust everything I find out on the internet? How secure are the images posted on the internet?
Older children should consider the moral and ethical issues related to the use of the internet. This could include the misuse of and access to personal data, or the effects of social networking, social media and cyber bullying.
Digital recordings and photos/videos can be used by young children to share ideas and communicate with each other and with adults. They should be taught how to use equipment and appropriately share with others.
In Computer science, children should be encouraged to cooperate with each other and to listen to each other’s ideas and opinions. They could work on collaborative tasks to solve problems or when doing research. They should understand the role of teams and the parts individuals play within the team. They should also evaluate the work they have done.
Children should find out about local, national and global events using video clips. (E.g. using Newsround regularly in school).
Through topics they can relate to cultural events and customs by watching video clips, looking at images and by reading about their own heritage and that of others. They can research, using different search engines, what life is like for others and present their information by creating programs or presentations using ICT. (word, PowerPoint etc.)