Here are five ideas: Let them show you how to use their favourite app or do something that they have learned in school. Please try again later. Some may require registration and download. SSRVM Curriculum, Computer Science, 2007 Edition The teaching material for the SSRVM schools is developed by the SSRVM Academic Council. To help us improve GOV.UK, we’d like to know more about your visit today. The primary curriculum is designed to nurture the child in all dimensions of his or her life—spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Resources drawn from: Google, ThinkUKnow, Code Club, amongst others and are of very high quality. Don’t include personal or financial information like your National Insurance number or credit card details. It is written in response to the pressing need to provide academic coherence to the rapid growth of computing and technology in the modern world, alongside the need for an educated public that can utilize that technology most effectively to the benefit of humankind. Ask children how they have been using technology this week, what their favourite app is etc. EXECUTIVE SUMMARY PAGE 3. We can’t process new registrations at the moment. Pupils should be taught to: 1. understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions 2. create and debug simple programs 3. use logical reasoning to predict the behaviour of simple programs 4. use technology purposefully to create, organise, store, manipulate and retrieve digital content 5. recognise common uses of information technology beyond school 6. use technology safely and respectfully, keepi… browser support page A complete computing curriculum for Primary schools to use for FREE. This publication is available at https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study. You are viewing this site in an unsupported browser. The primary curriculum aims to provide a broad learning experience and encourages a rich variety of approaches to teaching and learning that cater for the different needs of individual children. Make sure they feel they can come to you, should an issue arise for them. In secondary schools, the time spent learning computer skills tends to increase but is significantly influenced by whether Computer Studies is offered as a school subject or not and by the number of computers that schools possess. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. Computing doesn’t stretch to early years (EYFS), but technology is mentioned in the EYFS framework. All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Unplugged tasks, where concepts are taught away from the computer, using techniques such as role play, can also work well. In Northern Ireland, technology is included within the World Around Us area of learning. Keep in touch with family members by composing emails together or using services like Skype to make video calls. Don’t worry we won’t send you spam or share your email address with anyone. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com. Anne DeMallie, Computer Science and STEM Integration Specialist at Massachusetts Department of Elementary and … We’ll send you a link to a feedback form. Discuss how useful these tools can be when used responsibly. The school purchases a site license and renews this on an annual basis. We use this information to make the website work as well as possible and improve government services. See our Enter the login details given to you by your teacher. PAGE 4 Computer use in the … You can change your cookie settings at any time. This supplements the curriculum prescribed by Board (ICSE/CBSE/State) with which a school may be affiliated. For the Curriculum for Excellence experiences and outcomes for technologies in Scotland visit, Details about information and communication technology in the national curriculum for Wales can be found on the. All content is available under the Open Government Licence v3.0, except where otherwise stated, National restrictions in England until 2 December, Secondary curriculum, key stage 3 and key stage 4 (GCSEs), National curriculum in England: computing programmes of study, nationalarchives.gov.uk/doc/open-government-licence/version/3, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation, can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems, can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems, are responsible, competent, confident and creative users of information and communication technology, understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create, organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school, use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies, design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts, use sequence, selection, and repetition in programs; work with variables and various forms of input and output, use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs, understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration, use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content, 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, use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact, design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems, understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem, use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions, understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal], understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems, understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits, undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users, create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability, understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns, develop their capability, creativity and knowledge in computer science, digital media and information technology, develop and apply their analytic, problem-solving, design, and computational thinking skills, understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns.
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