COMPUTING

OVERVIEW

We provide a high-quality computing education that equips pupils to use computational thinking and creativity to understand, adapt and contribute to an ever changing world of technology. Strong links are made with mathematics, science, design and technology, RHE and provides insights into both natural and artificial systems. The four strands of computing are digital citizenship, computer science, digital literacy and information technology. Pupils will be taught the principles of information and computation, how digital systems work, how to put this knowledge to use through programming and the safe use of technology and the internet.

INTENT

• To build on knowledge and understanding using an ambitious, coherently planned and well sequenced curriculum so that pupils are equipped to use technology to create programs, systems and a range of content.
• To ensure all barriers are removed so that pupils can become digitally literate – able to use, and express themselves and develop their ideas through, technology to equip them for further education, with the skills to access key stage 3 and inspire a career in this field.
• To ensure that pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
• To ensure that pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
• To enable pupils to evaluate and apply technology, including new or unfamiliar technologies, analytically to solve problems.
• To ensure that pupils are responsible, competent, confident and creative users of technology through rich experiences on a variety of devices.
• To ensure that pupils are aware of the British Values and are responsible digital citizens by using and behaving appropriately and safely on technology and the internet.

IMPLEMENTATION

• Pupils receive an ambitious, coherently planned and sequenced curriculum with opportunities of consolidation and recapping to ensure their knowledge and skills is moved to their long-term memory
• Pupils are 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
• Pupils are taught to create and debug simple programs in KS1 and design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• Pupils are taught to use logical reasoning to predict the behaviour of simple programs and in KS2 they will be taught how to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• Pupils learn how to use technology purposefully to create, organise, store, manipulate and retrieve digital content and will consolidate this with opportunities of cross-curricular learning.
• Pupils are taught how to recognise common uses of technology beyond school 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
• They learn how to use sequence, repetition, and selection in programs; work with variables and various forms of input and output
• They are taught how to use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• They learn how to 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
• Pupils are taught what personal information constitutes to their identity, what a good digital citizen is and
• the consequences of their online behaviour
• They learn how to look after technology and how to be safe and responsible when using it.

IMPACT

Children will benefit from a rich, broad and balanced programme of computing. Our computing curriculum is high quality, well thought out and is planned to demonstrate progression.

We focus on progression of knowledge and skills and discreet vocabulary which also form part of the units of work. We measure the impact of our curriculum through the following methods:

• Assessing children’s understanding of topic linked vocabulary before and after the unit is taught
• Summative assessment of pupil discussions about their learning
• Images and videos of the children’s practical learning
• Interviewing the pupils about their learning (pupil voice)
• Subject leader monitoring of standards
• Teacher dialogue where pupil’s work is scrutinised and there is the opportunity for teachers to understand their class’s work and develop curriculum opportunities further.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Pupils will know how to 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. Pupils will recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.