Safer Internet Day 5th February 2019
This years theme is ‘Together for a better Internet’. Our Digital leaders delivered a Key Stage 2 assembly discussing aspects of permission and consent. The children had lots of fun listening to scenarios they may come across online and deciding the choice they would make by going to a corner a, b, c or d.
The Digital Leaders then delivered another assembly to our younger children in Key Stage 1. They told them the story of Zap and Zoom and what choices they made when playing an online game.
The children then spent time in class finding out more about keeping safe online and we completed the E-Safety quiz on Purple Mash as part of the biggest ever online quiz initiative.
More information on keeping safe online can be found at www.saferinternet.org.uk
Meet the Digital Leaders!
These Key Stage 2 children have been chosen to represent the school in all aspects of Computing, Technology and E-Safety. They have been working hard preparing resources for Safer Internet Day 2019.
At St Anne’s Catholic Primary we understand that a high-quality computing education is essential for pupils to understand modern information and communication technologies, and for them to use these skills to become responsible, competent, confident and creative participants of an increasingly digital world.
We outline how we, as a school, will deliver the requirements of the key stage 1 (KS1) and key stage 2 (KS2) computing programmes of study, and to ensure that our pupils have the digital skills they need. We aim to inspire pupils to continue to learn and apply the skills they learn at secondary school, university, and beyond in the workplace.
Teaching and Learning
Early years foundation stage (EYFS)
As the EYFS is part of the Foundation Stage Curriculum, we relate the computing aspects of the children’s work to the objectives set out in the Development Matters Framework and Early Learning Goals (ELGs). The children have the opportunity to use the computers, iPads and other technology equipment as part of the Technology strand of the curriculum.
Key Stage 1 and 2
The new National Curriculum presents the subject as one lens through which pupils can understand the world. There is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media. The introduction makes clear the three aspects of the computing curriculum:
computer science (CS), information technology (IT) and digital literacy (DL).
Key stage 1
Pupils should be taught to:
understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
create and debug simple programs
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.
Key stage 2
Pupils should be taught to:
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