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Computing

Our Vision at Corporation Road

Computing in Corporation Road Primary School will be progressive, building children’s computing skills in the areas of ‘Computer Science’, ‘Information Technology’ and ‘Digital Literacy’. We will strive to ensure that all pupils can ‘understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation’. That pupils can ‘analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. That pupils can ‘evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems’ as outlined in the National Curriculum.

We want children to know the application of computing in the wider world and how this can relate to future employment prospects. Our vision is that all pupils are able to keep themselves and others safe online and know when they need support and who/where to get it from. We want all pupils to understand about their own digital presence (including the use of Social Media) and how nothing that is posted online is never really deleted.

DomainsKey Concepts
Information TechnologyComputing Systems & Networks
Computer ScienceProgramming A and Programming B
Digital Literacy and Creating MediaAudio Media, Visual Media, Combining Audio & Visual Media and Data & Information

Development Matters

Early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

National Curriculum

Computing Progression Map

Information Technology End Point: Pupils can use technology purposefully to organise, store and retrieve digital content including search technologies, understanding how the results are selected and ranked. They understand how computer networks, the internet and the World Wide Web work and how each of these can provide multiple services. They understand how these forms of networking help people with communication and collaboration. Pupils recognise how information technology is used beyond school, especially how it links to future employment opportunities.

Computer Science End Point: Pupils can use a variety of programming language, software and hardware to interact with the real world and solve problems. They can understand and use terms such as programming, coding, algorithm, logic, abstraction, conditions, selection and data to explain how they have solved these problems. They can design, write and debug programmes that interact with hardware and/or to solve a given problem.

Digital Literacy and Creating Media End Point: Pupils use technology safely, respectfully and responsibly. They understand how to keep personal information private and why it is important to do so. They understand the need to be discerning in evaluating digital content. Pupils recognise acceptable/unacceptable behaviour concerning information technology and can identify a range of ways to report their concerns. Pupils can select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

EYFS

Information Technology

Computing Systems & Networks:

  • Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
  • To explore a computer and name the mouse and keyboard.

Computer Science

Programming A

  • To use a Bee Bot To explore the directions and explore using them.
  • Give instructions and use the Bee Bot to go forwards and backwards, left and right.

Digital Literacy and Creating Media

Visual Media:

Painting

  • To explore the tools and draw lines and pictures using different colours.
  • Paint a picture.
Year 1

Information Technology

Computing Systems & Networks:

  • To identify technology in the classroom and explain how it helps us.
  • To identify a computer and its main parts (switch on, log on and mouse).
  • To use a mouse in different ways (open programs, click and drag).
  • To use a keyboard to type (type name and save work).
  • To use the keyboard to edit text (open work from a file, use arrow keys and delete letters).
  • To create rules for using technology responsibly.

Computer Science

Programming A

  • To explain what a given command will do (predict, match and run commands).
  • To act out a given word (follow an instruction and give directions).
  • To combine forwards and backwards commands to make a sequence.
  • To combine four direction commands to make sequences.
  • To plan a simple program (chose the order of commands and debug).
  • To find more than one solution to a problem.

Programming B

  • To choose a command for a given purpose (move sprites).
  • To show that a series of commands can be joined together (use more than one block, use a Start block and run program).
  • To identify the effect of changing a value (find blocks that have numbers and change the value).
  • To explain that each sprite has its own instructions (have more than one sprite, delete a sprite and add blocks to different sprites).
  • To design the parts of a project (choose artwork, decide how sprites will move and create algorithms).
  • To use my algorithm to create a program (use sprites that match design, add programming blocks based on algorithm and test programs).

Digital Literacy and Creating Media

Visual Media:

Painting

  • To describe what freehand tools do (make marks, draw lines and pictures).
  • To use the shape tool and the line tools (recreate work of an artist).
  • To make careful choices when painting a digital picture (shapes, colours and in the style of an artist).
  • To explain tool choices (use appropriate tools and colours).
  • To use a computer independently to paint a picture (to use dots of colour, changing the colour and brush size).
  • To compare painting a picture on a computer and on paper.

Writing

  • To use a computer to write.
  • To add and remove text (letters, numbers, space and backspace).
  • To identify that the look of text can be changed on a computer (type capital letters and use the toolbar for bold, italic and underline).
  • To make careful choices when changing text (double click, click and drag and change font).
  • To explain tool choices (use undo to remove changes).
  • To compare writing on a computer with writing on paper.

Data & Information

  • To label objects (describe, match and group objects).
  • To identify that objects can be counted (count groups of objects).
  • To describe objects in different ways (properties of objects).
  • To count objects with the same properties.
  • To compare groups of objects (choose how to group, describe group and record how many objects in a group).
  • To answer questions about groups of objects (decide how to group objects to answer a question, compare group and record and share findings).
Year 2

Information Technology

Computing Systems & Networks:

  • To recognise the uses and feature of information technology (example of computers and their uses).
  • To identify information technology in the home (purpose in the home, open a file and move and resize images).
  • To identify information technology beyond school (examples, uses and types).
  • Explain how information technology benefits us (how it is used in shops and to help people).
  • To show how to use information technology safely.
  • To recognise that choices are made when using information technology.

Computer Science

Programming A

  • To describe a series of instructions as a sequence (follow and give clear and unambiguous instructions).
  • To explain what happens when we change the order of instructions (use the same commands to create different algorithms for a range of sequences and program a floor robot).
  • To use logical reasoning to predict the outcome of a program (series of commands, follow a sequence and predict outcome).
  • To explain that programming projects can have code and artwork (design mat, identify route and test mat).
  • To design an algorithm (create an algorithm to meet a goal and create a program).
  • To create and debug a program that I have written (plan algorithms, test and debug).

Programming B

  • To explain that a sequence of commands has a start.
  • To explain that a sequence of commands has an outcome (predict, match and change outcomes).
  • To create a program using a given design (wok out the actions of a sprite, decide which blocks to use to meet a design and build sequences of blocks).
  • To change a given design (choose backgrounds and character to create a program).
  • To create a program using my own design (choose images, create algorithm and build sequences).
  • To decide how my project can be improved (add features and debug).

Digital Literacy and Creating Media

Audio Media

Making Music

  • To say how music can make us feel.
  • To identify that there are patterns in music (create a rhythm pattern).
  • To show how music is made from a series of notes (use a computer to create a musical pattern using three notes).
  • To refine musical patterns on a computer.
  • To create music for a purpose (describe an animal using sounds and save work).
  • To review and refine our computer work (reopen work and make changes).

Visual Media

Photography

  • To know what devices can be used to take photographs.
  • To use a digital device to take a photograph (landscape and portrait).
  • To describe what makes a good photograph (improving and retaking).
  • To decide how photographs can be improved (effect of light and focus).
  • To use tools to change an image.
  • To recognise that images can be changed (identify which images are real and which have been changed).

Data & Information

  • To recognise that we can count and compare objects using tally charts (record, represent and compare).
  • To recognise that objects can be represented as pictures (enter data, view it in different formats and use pictograms to answer simple questions).
  • To create a pictogram (use a tally chart to create a pictogram).
  • To select objects by attribute and make comparisons (use tally charts and pictograms to answer comparison questions).
  • To recognise that people can be described by attributes (collect data, create a pictogram and analyse).
  • To explain that we can present information using a computer.
Year 3

Information Technology

Computing Systems & Networks:

  • To explain how digital devices function (accept and produce inputs).
  • To identify input and output devices (classify, model a process and design a device).
  • To recognise how digital devices can change the way we work.
  • To explain how a computer network can be used to share information (connections and networks).
  • To explore how digital devices can be connected (computer are made up of a number of devices and information can be passed between devices).
  • To recognise the physical components of a network (how devices in a network are connected).

Computer Science

Programming A

  • To explore a new programming environment (objects in Scratch e.g. sprites and backdrops).
  • To identify that commands have an outcome (create a program following a design).
  • To explain that a program has a start (sequence of connected commands).
  • To recognise that a sequence of commands can have an order.
  • To change the appearance of a project (commands, action and design).
  • To create a project from a task description (implement an algorithm as code).

Programming B

  • To explain how a sprite moves in an existing project (relationship between an event and an action).
  • To create a program to move a sprite in four directions (characters and movement).
  • To adapt a program to a new context (programming extension).
  • To develop a program by adding features.
  • To identify and fix bugs in a program (test and modify).
  • To design and create a maze-based challenge (implement design and evaluate project).

Digital Literacy and Creating Media

Visual Media

Desktop Publishing

  • To recognise how text and images convey information.
  • To recognise that text and layout can be edited (font style, size and colours and edit text).
  • To choose appropriate page settings (page orientation, placeholders, and templates).
  • To add content to a desktop publishing publication (locations for content, past text and images and edit content).
  • To consider how different layout can suit different purposes.
  • To consider the benefits of desktop publishing.

Combining Audio & Visual Media

Animation

  • To explain that animation is a sequence of drawings and photographs (flip books).
  • To relate animated movement with a sequence of images (stop frame animation).
  • To plan an animation (storyboard).
  • To identify the need to work consistently and carefully (onion skinning to make small changes between frames).
  • To review and improve an animation (evaluate other learners’ and improve own).
  • To evaluate the impact of adding other media to an animation.

Data & Information

  • To create questions with yes/no answers.
  • To identify the object attributes needed to collect relevant data (groups and arrange objects into a tree structure).
  • To create a branching database.
  • To explain why it is helpful for a database to be well structured.
  • To identify objects using a branching database.
  • To compare the information shown in a pictogram with a branching database.
Year 4

Information Technology

Computing Systems & Networks:

  • To describe how networks physically connect to the other networks (internet).
  • To recognise how networked devices make up the internet (World Wide Web).
  • To outline how website can be shared via the World Wide Web.
  • To describe how content can be added and accessed on the World Wide Web.
  • To recognise how the content of the World Wide Web is created by people.
  • To evaluate the consequences of unreliable content.

Computer Science

Programming A

  • To identify that accuracy in programming is important (type commands, change a value of a command and create code).
  • To create a program in a text-based language (use a template to create a design, write an algorithm and test the algorithm).
  • To explain what ‘repeat’ means (identify patterns in a sequence and use count-controlled loops).
  • To modify a count-controlled loop to produce a given outcome (choose which values to change in a loop).
  • To decompose a program into parts (use a procedure).
  • To create a program that uses count-controlled loops to produce a given outcome.

Programming B

  • To develop the use of count-controlled loops in a different programming environment (modify a snippet of code).
  • To explain that in programming there are infinite loops and count controlled loops (choose when to use).
  • To develop a design that includes two or more loops which run at the same time.
  • To modify an infinite loop in a given program (re-use existing code snippets on new sprites).
  • To design a project that includes repetition.
  • To create a project that includes repetition (refine the algorithm).

Digital Literacy and Creating Media

Audio Media

Audio Editing

  • To identify that sound can be digitally recorded.
  • To use a digital device to record sound.
  • To explain that a digital recording is stored as a file (plan and write content for a podcast).
  • To explain that audio can be changed through editing.
  • To show that different types of audio can be combined and played together.
  • To evaluate editing choices made (export to share and suggest improvements).

Visual Media

Photo Editing

  • To explain that digital images can be changed.
  • To change the composition of an image (change by selecting parts).
  • To describe how images can be changed for different uses (choose effects to fit a scenario).
  • To make good choices when selecting different tools (retouching).
  • To recognise that not all images are real.
  • To evaluate how changes can improve an image.

Data & Information

  • To explain that data gathered over time can be sued to answer questions.
  • To use a digital device to collect data automatically (sensors are input, use data to answer questions and record data from sensors).
  • To explain that a data logger collects ‘data points’ from sensors over time (identify place and intervals to collect data).
  • To use data collected over a long duration to find information (import a data set, view data in different ways and sort data).
  • To identify the data needed to answer questions (plan how to use a data logger and use a data logger).
  • To use collected data to answer questions (interpret data and draw conclusions).
Year 5

Information Technology

Computing Systems & Networks:

  • To explain that computers can be connected together to form systems.
  • To recognise the role of computer systems in our lives (identify human elements).
  • To recognise how information is transferred over the internet (agreed methods, unique addresses and network packets).
  • To explain how sharing information online lets people in different places work together (access shared files, send information and shared media).
  • To contributed to a shared project online.
  • To evaluate different ways of working together online (can be public or private and internet enables effective collaboration).

Computer Science

Programming A

  • To control a simple circuit connected to a computer (program a microcontroller to light an LED).
  • To write a program that includes count-controlled loops (connect more than one output device to a microcontroller).
  • To explain that a loop can stop when a condition is met, e.g. number of times (experiments with a do until loop).
  • To conclude that a loop can be used to repeatedly check whether a condition has been met (direct the flow of a program).
  • To design a physical project which includes selection.
  • To create a controllable system which includes selection (write an algorithm to control lights and a motor).

Programming B

  • To explain how selection is used in computer programs (identify and modify conditions).
  • To relate that a conditional statement connects a condition to an outcome (create a program with different outcomes using selection).
  • To explain how selection directs the flow of a program.
  • To design a program which uses selection (identify the outcome of user input in an algorithm).
  • To create a program which uses selection (implement an algorithm, test and share a program).
  • To evaluate a program.

Digital Literacy and Creating Media

Visual Media

Vector Drawing

  • To identify that drawing tools can be used to produce different outcomes (shapes and main drawing tools).
  • To create a vector drawing by combining shapes (move, resize and rotate objects that have been duplicated).
  • To use tools to achieve a desired effect (use zoom tool to add detail, alignment grids, resize handles and modify objects).
  • To recognise that vector drawings consist of layers (change the order of layers).
  • To group objects to make them easier to work with (copy by duplicating several objects).
  • To evaluate a vector drawing (create alternatives and suggest improvements).

Combining Audio & Visual Media

Video Editing

  • To recognise video as moving pictures, which can include audio (plan a project using a storyboard).
  • To identify digital devices that can record video (choose the most suitable device).
  • To capture video using a digital device (use a device and software).
  • To recognise the features of an effective video.
  • To identify that video can be improved through reshooting and editing (store, retrieve and export recording, improve by reshooting and editing and select the correct tools to make edits).
  • To consider the impact of the choices made when making and sharing a video (make edits and evaluate).

Data & Information

  • To use a form to record information (create multiple questions about the same field and order, sort and group data cards).
  • To compare paper and computer-based databases (navigate a flat0file database to compare different views and explain what ‘fields’ and ‘records’ are).
  • To outline how grouping and then sorting data allows us to answer questions (combine grouping and sorting).
  • To explain that tools can be sued to select specific data (choose multiple criteria). - To explain that computer programs can be used to compare data visually (select an appropriate chart and refine by selecting a particular filter).
  • To apply my knowledge of a database to ask and answer real-world questions.

Year 6

Information Technology

Computing Systems & Networks:

  • To identify how to use a search engine (complete a web search, refine a search and compare results from different search engines).
  • To describe how search engines select results (relate a search term to the search engine’s index).
  • To explain how search results are ranked (suggest criteria).
  • To recognise when the order of results is important, and to whom (the ways they can be influenced, limitations and how they make money).
  • To recognise how we communicate using technology.
  • To evaluate different methods of online communication (may not be private).

Computer Science

Programming A

  • To define a ‘variable’ as something that is changeable (identify that variable can hold numbers or letters).
  • To explain why a variable is used in a program (variables have a name and value and their value can be changed).
  • To choose how to improve a game by using variables.
  • To design a project that builds on a given example (choose artwork and create algorithms).
  • To use my design to create a project (create artwork, chose a name and test code).
  • To evaluate my project (improve, extend and share).

Programming B

  • To create a program to run on a controllable device (test on an emulator and transfer to a controllable device).
  • To explain that selection can control the flow of a program (determine the flow using selection).
  • To update a variable with a user input (change a variable and experiment with physical inputs).
  • To use a conditional statement to compare a variable to a value (use an operand).
  • To design a project that uses inputs and outputs on a controllable device (decide what variables and design the algorithm and program flow).
  • To develop a program to use inputs and outputs on a controllable device (test and use a range of approaches to fix bugs).

Digital Literacy and Creating Media

Visual Media

3D Modelling

  • To use a computer to create and manipulate three-dimensional (3D) digital objects (select, move and delete a digital 3D shape).
  • To compare working digitally with 2D and 3D graphics (resize and change the colour of a 3D object).
  • To construct a digital 3D model of a physical object (rotate, position in relate to each other, select and duplicate).
  • To identify that physical objects can be broken down into a collection of 3D shapes (group a digital 3D shape and a placeholder to create a hole in an object).
  • To design a digital model by combing 3D objects (modify multiple 3D objects).
  • To develop and improve a digital 3D model.

Combining Audio & Visual Media

Web Page Creation

  • To review an existing website and consider its structure (types of media and HTML).
  • To plan the features of a web page (common features, media and suit purpose).
  • To consider the ownership and use of images (copyright) and find copy-right free images).
  • To recognise the need to preview pages (add content, preview and evaluate).
  • To outline the need for a navigation path (make multiple web pages and link them using hyperlinks).
  • To recognise the implications of linking to content owned by other people.

Data & Information

  • To identify questions which can be answered using data (data headings).
  • To explain that objects can be described using data (apply number format to a cell and build a data set in a spreadsheet application).
  • To explain that formulas can be used to produce calculated data (relevance of a cell’s data type and construct formula).
  • To apply formulas to data, including duplicating (create a formula which includes a range of cells and apply a formula to multiple cells by duplicating it).
  • To create a spreadsheet to plan an event.
  • To choose suitable ways to present data (produce a graph and use it to show the answers to questions).

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Admissions Consultation

Consultation on the Arrangements for Admission of Pupils to School in 2023-24

Corporation Road Primary School is undertaking a consultation exercise on the arrangements for the admission of pupils to school from September 2020.

The detailed proposals may be viewed from here

Written comments or queries about the proposals in the consultation can be made using the form on the admissions page

Comments and queries arising from the proposal will also be forwarded to Darlington Council’s Admissions Service, who administer the allocation of places on the school’s behalf.

The consultation opens on Monday 1st November and will end on Friday 10th December 2021.