Fairlawn Primary School Computing Curriculum Honor Oak Road, London .
Fairlawn Primary School Computing Curriculum Honor Oak Road, London, SE23 3SB 020 8699 7948 www.fairlawn.lewisham.sch.uk Fairlawn Primary School Computing Curriculum Contents: This curriculum was produced in collaboration with the London CLC Software/hardware progression Computational thinking and useful websites EYFS Year 1 Year 2 Year 3 Year 4 Year 5 2 IT across the curriculum: 32 3 6 10 14 18 21 Presentation Email Photography, Film-making and Animation Basic Skills Data Collection, Presentation and Analysis Developing Literacy through moving image in the classroom (the Cs and Ss approach) 33 34 35 38 39 41 Year 6 Scratch Progression document 26 30 1
Fairlawn Primary School Computing Curriculum Software/hardware progression Computational Thinking Reception – busy things on LGFL, remote control toys, beebots Year 1 – bee bots, Year 1 2code, Daisy the dino Year 2 – probots, Scratch Junior, Year 2 2code Year 3 – Lego Wedo, Scratch Junior, Year 3 2code, Hopscotch Year 4 – Year 4, 2code, Scratch Year 5 – Year 5, 2code, Scratch Year 6 – Year 6, 2code, Scratch, Python Useful websites: http://www.computingatschool.org.uk, http://www.bbc.co.uk/education/subjects/zyhbwmn, SWGFL digital citizenship, A safe search engine (Swiggle), www.purplemash.co.uk, http://code-it.co.uk/csplanning 2
Fairlawn Primary School Computing Curriculum EYFS Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Computer Science Aspect Learning Outcomes Programs/apps to use Other helpful resources To follow simple instructions Train your robot Computational thinking To program single instructions To start programming short sequences of instructions In a safe environment ask children to give instructions to another child to move around a room. The Train Game Remote control toys, Home corner toys (washing machine, toaster etc) Beebots JIT on LGFL Busy Things (LGFL – Helicopter activity, Falling Wall, Path Puzzle, Block-a-doodle doo, Tunnel Trouble, Hen Hunt) Apps: Busy Bundel 1, Duck Duck Mosse, More trucks Write/ sequence a list of instructions for how to prepare for an everyday school activitiy (e.g. "How do we get ready for lunch?" How to make a sandwich, decorate a cake, The train game Beebots Record children explaining how to use Role play area toys, electronic toys and recording devices To develop an awareness of input and output ie. that computers and devices respond to different commands Role play area toys :Microwave, washing machine, toaster, Inside / Outside play areas: Electronic toys: Remote control cars/ animals, Walkie-Talkies, Mobile phones. Dev Tech 3
Fairlawn Primary School Computing Curriculum Online safety Digital Literacy To know who to tell and what to do if you see something upsetting on the internet. To ask an adult if they would like to use the computer/iPad To take care of computers and technology in the classroom To be able to ask for help if they are not sure what to do, or think they have done something wrong. At the start of each year, the children will read and sign the online safety agreement. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. See the EYFS online safety agreement. lgfl online safety SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. To understand why we might use passwords on computers Using Information To begin to understand that your password is private information To start to recognise the features of web pages such as back buttons etc (teacher modelled) 4
Fairlawn Primary School Computing Curriculum IT in the world To understand some of the different ways that technology is used in home and school. To know that a range of different devices contain a computer. Looking at real life examples of technology www.busythings.lgfl.org What are they used for? How do they work? (simple) Why do we need them? What would happen if we didn’t have them? 5
Fairlawn Primary School Computing Curriculum Year 1 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Computer Science Aspect Learning Outcomes Programs/apps to use Other helpful resources/ideas To follow and give a simple set of instructions. Bee-bots, video recording device, 2Go Verbal instruction giving (one child being a robot while the other child gives them instructions to a goal) Computational thinking Get children to walk through/ roleplay the program for a beebot. To understand that computer programs follow precise and unambiguous instructions Using Bee Bots LgfL Busy Things : Path Puzzler, iboard player: Cheese sniffer, To understand that an algorithm is a set of instructions To follow an algorithm ivity/ To write a program on a digital device Programming Beebots on mats Creating your own mats and writing instructions for others to follow -programming-activity/ To program a device accurately Lego builder (builder and instructor) -programming-activity/ Daisy the Dino app - programming the dinosaur to complete simple activities, teaching children the different directional and language included in instructional programming 6
Fairlawn Primary School Computing Curriculum App: Kodable, Beebot 2code – Year 1 To understand that if a program does not do what you want it to, there is a problem with your instructions (debugging) Continuing with Beebots – developing instructions and solving problems - If a beebot is not getting to the right point on a map, how can you adjust it to get it there? To debug simple programs Daisy the Dino – programming the dinosaur to complete simple activities, teaching children the different directional and language included in instructional programming 2Code – Year 1 lesson plans To predict what a simple program will do. Introduction to Scratch Junior ering/ks1-activity-scratch-junior-tinkering/ 2code – Year 1 lesson plans Daisy the Dino Kodable Beebot app - Ask children to create a list of instructions and guess where the Internet, networks and the web BeeBot will end up. To understand that computers are networked and linked, so if we save learning to the school network, it can be accessed elsewhere in the school. To understand that the internet is a network, which is why you can access websites in different places and on different devices. Scratch Junior Skype another classroom (even next door) to tell a story, explain how to make something Explaining the internet to a 4 year old Digital Literacy Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas 7
Fairlawn Primary School Computing Curriculum Online Safety To know that the internet is a great way to find information and communicate with people To know who to tell and what to do if you see something upsetting on the internet To ask permission before taking photos of people Understand the importance of passwords when using computers/digital devices. When online: To apply the THINK Netiquette rules. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? K – is it kind? At the start of each year, the children will read and sign the online safety agreement. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. See the KS1 online safety agreement. Think u know UK Safer Internet Centre lgfl online safety SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. When online: To apply the SMART safety rules: Using Information S – Keep your personal details safe. M – Never meet strangers face to face. A – Do not accept or respond to files, images or emails from strangers. R – Make sure all that you read is reliable. T – tell someone you trust if you feel uncomfortable. Begin to use search engines (Swiggle as an example) To navigate their way around selected websites (appropriate to their reading age) A safe search engine (Swiggle) IT in the world 8
Fairlawn Primary School Computing Curriculum To understand some of the different ways that digital technology is used at home, school and the world of work. To know that a range of different devices contain a computer What is a computer? Looking at real life examples of technology What are they used for? How do they work? (simple) Why do we need them? What would happen if we didn’t have them? BBC bitesize – computing http://www.bbc.co.uk/education/subjects/zyhbwmn Inside an iPad 9
Fairlawn Primary School Computing Curriculum Year 2 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Aspect Learning Outcomes Computer Science Programs/apps etc Other helpful resources/ideas Computational thinking To follow and give instructions in a sequence. To understand that computer programs follow precise and unambiguous instructions To improve or change an algorithm Program your teacher to make a jam sandwich! Recap of verbal instruction giving http://www.bbc.co.uk/education/subjects/zyhbwmn Recap of beebots Introduction to probots (more complex directional language and instructions) To understand that computers need more precise instructions than humans do. Pro bots (we have a set of 4 for each year 2 class) Computing Unplugged Programming Probots on mats Creating your own mats and writing complex instructions for others to follow iPad apps – Beebot, Kodable www.barclayscodeplayground.co.uk To understand that an algorithm is a list of instructions written in human language, and a program is a list of instructions written in computer language. 2Create a Superstory 2Code – Year 2 lesson plans and activities https://www.j2e.com/j2code/ Introduction to HopScotch – following on from ‘mastering’ other coding programs http://educade.org/teaching tools/hopscotch (sign up for example lesson plans etc.) Scratch Junior, developing into Scratch if children are able es/39) To understand that steps can be repeated 10
Fairlawn Primary School Computing Curriculum To write a program on a digital device using numbers (i.e. not just 'forward' or 'back', but 'forward3' / 'back5') To predict what a simple program will do Internet, networks and the web To be able to debug simple programs – find simple errors and correct them. To understand that computers are networked and linked, so if we save learning to the school network, it can be accessed elsewhere on the network. To understand that the internet is a network, which is why you can access websites in different places and on different devices. Pro bots 2Code – Year 2 lesson plans and activities https://www.j2e.com/j2code/ Apps – Hopscotch, Scratch Junior Laptops - Scratch Pro bots 2Code – Year 2 lesson plans and activities https://www.j2e.com/j2code/ Apps – Hopscotch, Scratch Junior Laptops – Scratch ks1-world-map-logic-activity/ Pro bots 2Code – Year 2 lesson plans and activities https://www.j2e.com/j2code/ Apps – Hopscotch, Scratch Junior Laptops - Scratch Skype another classroom (even next door) to tell a story, explain how to make something Explaining the internet to a 4 year old Digital Literacy O nli ne Aspect Learning Outcomes To know who to tell and what to do if you see something upsetting on the internet. To know that the internet is a great way to Programs/apps etc Other helpful resources/ideas At the start of each year, the children will read and sign the online safety agreement. Please refer to this throughout your teaching and ensure that it is explicitly referred to when 11
Fairlawn Primary School Computing Curriculum find information and communicate with people When online: To apply the THINK Netiquette rules. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? K – is it kind? learning on the internet. See the KS1 online safety agreement. Lee and Kim video lgfl online safety SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. To write positive, friendly comments on a blog. When online To apply the SMART safety rules: Us in g S – Keep your personal details safe. M – Never meet strangers face to face. A – Do not accept or respond to files, images or emails from strangers. R – Make sure all that you read is reliable T – tell someone you trust if you feel uncomfortable. To ask permission before taking photos of someone To understand the importance of passwords when using computers. To only make friends online with people you know and trust To understand that it can be difficult to know if someone is telling the truth about who they are online To use search engines, using key words To understand that some things on the internet are not true Swiggle (safe search engine) 12
Fairlawn Primary School Computing Curriculum IT in the world To understand how to navigate a website (back buttons, menus etc) To understand some of the different ways that digital technology is used at home, school and world of work To know that a range of different devices contain a computer To know about innovative uses of new technologies inside and outside of school Looking at real life examples of technology What are they used for? How do they work? Why do we need them? What would happen if we didn’t have them? BBC bitesize – computing (http://www.bbc.co.uk/education/subjects/zyhbwmn) 13
Fairlawn Primary School Computing Curriculum Year 3 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Computational thinking Aspect Learning Outcomes To understand that an "algorithm" is a list of instructions (written in a human language). To understand that a "program" is a list of instructions in a computer 'language'. To write simple programs with specific goals To correctly sequence instructions in a program To be able to write your own simple program and explain in your own words what it does. To be able to independently spot when a program does not achieve a specific goal (debug) Internet, networks and the Computer Science Programs/apps etc Other helpful resources/ideas Scratch - Refer to Scratch progression document (saved in Shared/Computing) http://code-it.co.uk/csplanning Year 3 – 2code (www.purplemash.co.uk) HopScotch - http://educade.org/teaching tools/hopscotch 2DIY, Lego WeDo, MSW Logo, Move the Turtle Scratch Smoking Car Code.org website Thinking myself game Debug it To understand that computer networks, including the internet, are made up of computers connected together. BBC bitesize - http://www.bbc.co.uk/education/subjects/zvnrq6f - breaks down lots of different questions about how computers work. To understand that the internet can be used to Where the internet lives 14
Fairlawn Primary School Computing Curriculum send data around the world. To understand the internet and web can be used for communication such as email, video conferencing, blogs, forums, social networks Virtual fieldtrips Set up a Google Hangout with another class or with an expert Digital Literacy Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas To know that the internet is a great way to find information and communicate with people. At the start of each year, the children will read and sign the online safety agreement. To know who to tell and what to do if you see something upsetting on the internet. Online safety To know that some things you say, do, and publish online are public and permanent When online: To apply the THINK Netiquette rules. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. See the KS2 online safety agreement. lgfl online safety SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? K – is it kind? To write positive, friendly comments on a blog. When online: To apply the SMART safety rules: S – Keep your personal details safe. M – Never meet strangers face to face. A – Do not accept or respond to files, images or emails from strangers. 15
Fairlawn Primary School Computing Curriculum R – Make sure all that you read is reliable. T – tell someone you trust if you feel uncomfortable. To understand that being unkind to someone online is bullying, and is called "cyberbullying" To ask permission before taking photos of people. To choose a safe password. To understand it can be difficult to tell if someone is telling the truth about who really they are online. To discuss with a trusted adult, which personal information is appropriate to share online, including personal details and images. Research and evaluation Respecting Creative Using Information To understand that digital content is owned and you may need to get permission before using content Google Image search – Usage rights – Labelled for reuse with modification To use keywords effectively on search engines. Phil Bagge – Code it website, takes you through different skills and examples et-research-skills To evaluate whether information found is useful, true, and relevant. To understand the difference between the main results and sponsored results. To record which websites you have used to collect information from. 16
IT in the world Fairlawn Primary School Computing Curriculum To understand some of the different ways that digital technology is used at home, school and the world of work. Consider the consequences of the spread of digital technology on society and people's lives. Consider possible future developments of digital technologies, and their potential impact on society. The Virtual Revolution Looking at real life examples of technology What are they used for? How do they work? Why do we need them? What would happen if we didn’t have them? BBC bitesize – computing (www.bbc.co.uk/bitesize) 17
Fairlawn Primary School Computing Curriculum Year 4 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Aspect Learning Outcome Computer Science Programs/apps etc Other helpful resources/ideas To understand that an "algorithm" is a list of instructions (written in a human language). Computational thinking To understand that a "program" is a list of instructions in a computer 'language'. To add further code to an existing program to modify it. Scratch - Refer to Scratch progression document (saved in Shared/Computing) http://code-it.co.uk/csplanning Year 4 – 2code (www.purplemash.co.uk) To write simple programs which use the repeat function. To write programs/code that uses a selection function i.e. if.else. To be able to predict the outcome of a given program. To be able to explain how a programme works in your own words. To be able to independently find what is wrong with a program and identify where the problem is, but might need support fixing it. 18
Internet, networks and the web Fairlawn Primary School Computing Curriculum To understand that computer networks, including the internet, are made up of computers connected together. To understand that the internet can be used to send data around the world. To understand the internet can be used for communication such as email, video conferencing, blogs, forums, social networks and so on. BBC bitesize - http://www.bbc.co.uk/education/subjects/zvnrq6f - breaks down lots of different questions about how computers work. Where the internet lives Virtual fieldtrips Set up a Google Hangout with another class or with an expert Digital Literacy Online Safety Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas When online: To apply the THINK Netiquette rules. At the start of each year, the children will read and sign the online safety agreement. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? K – is it kind? When online: To apply the SMART safety rules: S – Keep your personal details safe. M – Never meet strangers face to face. A – Do not accept or respond to files, images or emails from strangers. R – Make sure all that you read is reliable. T – tell someone you trust if you feel uncomfortable. To write positive, friendly comments on a blog. To choose a safe password. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. See the KS2 online safety agreement. Searching online lgfl online safety SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. 19
Fairlawn Primary School Computing Curriculum To protect personal information online, being aware of privacy settings on certain websites. To know that some things you say, do, and publish online are public and permanent Respecting Creative Using Information To understand that digital content is owned and you may need to get permission before using content e.g. images or music. IT in the world Research and evaluation To evaluate whether information found is useful, true, and relevant. et-research-skills To use keywords effectively on search engines. To search with key phrases as well as keywords. To understand the difference between the main results and sponsored results. To record which websites you have used to collect information from. To understand some of the different ways that digital technology is used at home, school and the world of work. To understand how digital technologies have changed people's lives. Looking at real life examples of technology What are they used for? How do they work? Why do we need them? What would happen if we didn’t have them? BBC bitesize – computing (www.bbc.co.uk/bitesize) 20
Fairlawn Primary School Computing Curriculum Year 5 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Aspect Learning Outcomes Uses diagrams to help design and explain algorithms and programs. Computer Science Programs/apps etc Other helpful resources/ideas Scratch - Refer to Scratch progression document (saved in Shared/Computing) http://code-it.co.uk/csplanning Year 5 – 2code (www.purplemash.co.uk) To create a program that accomplishes a specific goal. To add further code to an existing program to modify it. Computational thinking To write simple programs which use the repeat function. To write programs/code that uses a selection function i.e. if.else. To create code that uses a variable To revise and improve programs to increase efficiency To be able to predict the outcome of a given program. 21
Fairlawn Primary School Computing Curriculum To be able to independently find what is wrong with a program and to fix it. Internet, networks and the web To understand that computers pass data around networks using radio or satellite signals, copper wires or fibre-optic cables. To understand that data is broken down and sent in small 'packets', then stitched back together when it reaches it's destination, travelling at near light speed. Planning for understanding networks in details - http://code-it.co.uk/netintsearch Extended resources - s/2528 Google Hangout Skype – Mystery Skypes Blogs To understand the internet can be used for communication such as email, video conferencing, blogs, forums, social networks and so on. To understand and experience the opportunities for collaboration and real-time collaboration To have an understanding of how search engines rank results Digital Literacy Online Safety Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas When online: At the start of each year, the children will read and sign the online safety agreement. To apply the THINK Netiquette rules. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? See the KS2 online safety agreement. 22
Fairlawn Primary School Computing Curriculum K – is it kind? lgfl online safety To write positive, friendly comments on a blog. To understand which kinds of behaviours constitute "cyberbullying". SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. Understand how to prevent and respond to cyberbullying. To understand the impact of online behaviour on your own and others self-image, relationships, and reputation. To understand how to be constructive and positive when communicating and collaborating with others online. To know that some things you say, do, and publish online are public and permanent When online: To apply the SMART safety rules: S – Keep your personal details safe. M – Never meet strangers face to face. A – Do not accept or respond to files, images or emails from strangers. R – Make sure all that you read is reliable. T – tell someone you trust if you feel uncomfortable. To ask permission before taking photos of people. To choose a safe password. 23
Fairlawn Primary School Computing Curriculum Respecting Creative Using Information To understand that digital content is owned and you may need to get permission before using content e.g. images or music. To understand what copyright is. Legal music To evaluate whether information found is useful, true, and relevant. et-research-skills To search with key phrases as well as keywords. To use advanced search functions and filters. IT in the Research and evaluation world To understand the difference between the main results and sponsored results. To build up a knowledge of trustworthy online sources. To understand that search engines collect information and this informs pop ups and advertisements. To record which websites you have used to collect information from. To understand some of the different ways that digital technology is used at home, school and the world of work. Consider the consequences of the spread of Looking at real life examples of technology What are they used for? How do they work? Why do we need them? 24
Fairlawn Primary School Computing Curriculum digital technology on society and people's lives. What would happen if we didn’t have them? BBC bitesize – computing (www.bbc.co.uk/bitesize) Consider possible future developments of digital technologies, and their potential impact on society. 25
Fairlawn Primary School Computing Curriculum Year 6 Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping Aspect Learning Outcome To use diagrams to help design and explain algorithms and programs. Computer Science Programs/apps etc Other helpful resources/ideas Scratch - Refer to Scratch progression document (saved in Shared/Computing) http://code-it.co.uk/csplanning Year 6 – 2code (www.purplemash.co.uk) Computational thinking To reuse and adapt existing code to develop new programs. To create a program that accomplishes a specific goal. bubbl 2Connect (Purple mash) – children to use as a diagram tool to explain algorithms To write simple programs which use the repeat function. To write programs/code that uses a selection function i.e. if.else. To write a program that uses multiple variables that interact with each other. To be able to predict the outcome of a given program. To revise and improve programs to increase efficiency 26
Fairlawn Primary School Computing Curriculum To be able to independently find what is wrong with a program and to fix it. Internet, networks and the web To understand that computers pass data around networks using radio or satellite signals, copper wires or fibre-optic cables. Online Safety Aspect To understand that data is broken down and sent in small 'packets', then stitched back together when it reaches it's destination, travelling at near light speed. Planning for understanding networks in details - http://code-it.co.uk/netintsearch Extended resources - s/2528 You get signal How the internet works Explaining search engines and rankings To understand the internet and web can be used for communication such as email, video conferencing, blogs, forums, social networks and so on. To understand and experience the opportunities for collaboration and real-time collaboration To have an understanding of how search engines rank results Learning Outcome Digital Literacy Programs/apps etc When online: At the start of each year, the children will read and sign the online safety agreement. To apply the THINK Netiquette rules. Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet. T – is it true? H – is it high quality? I – is it informative? N – is it necessary? K – is it kind? Understand how to prevent and respond to See the KS2 online safety agreement. lgfl online safety 27 Other helpful resources/ideas
Fairlawn Primary School Computing Curriculum cyberbullying. When online: SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. To apply the SMART safety rules: S – Keep your personal details safe. M –
2 Fairlawn Primary School Computing Curriculum Software/hardware progression Computational Thinking Reception - busy things on LGFL, remote control toys, beebots Year 1 - bee bots, Year 1 2code, Daisy the dino Year 2 - probots, Scratch Junior, Year 2 2code Year 3 - Lego Wedo, Scratch Junior, Year 3 2code, Hopscotch Year 4 - Year 4, 2code, Scratch
Fairlawn Local School District 18800 Johnston Road Sidney, Ohio 45365 We have reviewed the Independent Accountants' Report of the Fairlawn Local School District, Shelby County, prepared by Perry & Associates, Certified Public Accountants, A.C., for the audit period July 1, 2004 through June 30, 2005.
Fairlawn Local School District 18800 Johnston Road Sidney, Ohio 45365 We have reviewed the Independent Accountants' Report of the Fairlawn Local School District, Shelby County, prepared by Perry & Associates, Certified Public Accountants, A.C., for the audit period July 1, 2005 through June 30, 2006.
Fairlawn Local School District 18800 Johnston Road Sidney, Ohio 45365 We have reviewed the Independent Accountants' Report of the Fairlawn Local School District, Shelby County, prepared by Perry & Associates, Certified Public Accountants, A.C., for the audit period July 1, 2010 through June 30, 2011. Based upon this review, we have accepted
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FAIRLAWN LOCAL SCHOOL DISTRICT. SHELBY COUNTY . JUNE 30, 2018 AND 2017 . TABLE OF CONTENTS . TITLE PAGE . Independent Auditor's Report .1 . Prepared by Management: Basic Financial Statements: Government-wide Financial Statements:
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par catégorie alimentaire. A partir des informations disponibles dans les listes d’ingrédients, il est parfois délicat pour un même libellé d’ingrédient de différencier son utilisation en tant qu’additif ou en tant que substance à usage d’enrichissement (exemple : acide ascorbique). Pour ce rapport et pour ces substances, il a été décidé, par convention (choisie), de .
