Computing
Alan Turing gave us a mathematical model of digital computing that has completely withstood the test of time. He gave us a very, very clear description that was truly prophetic.
- George Dyson
Our Computing Curriculum aims to enable our pupils to become responsible, creative and adaptable users of technology, allowing them to benefit from all the opportunities that living in a connected world brings. We aim to instil a sense of enjoyment around using technology and to develop children's appreciation of it's capabilities and the opportunities technology offers to, create, manage, organise and collaborate. Tinkering with software and programs forms part of the ethos of our curriculum as we want to develop children's confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology. Through our curriculum, we intend for children to leave Blacko not only to be digitally competent and to have a range of transferable skills at a suitable level for their future, but also to be responsible online citizens.
The teaching of computing is essential in developing active participants in a digital world. It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way.
What will it look like in EYFS, KS1 and KS2?
The early learning goals at EYFS aim to guide children to recognise that a range of technology is used in places such as homes and schools. Children will have opportunities to select appropriate technology for a particular purpose.
In Year 1 and 2, 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 material on the internet or other online technologies
In Years 3 to 6 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
Kapow
As a school we use and follow the computing scheme of work - Kapow. This has ensured a progressive and challenging computing curriculum which enables children to meet the end of key stage attainment targets outlined within the National Curriculum and the aims of the scheme align with those in the National Curriculum. The curriculum has been designed to spiral knowledge so that children can learn and remember more overtime and follows three key strands:
- Computer science,
- Information technology,
- Digital literacy.
These are further broken down within our curriculum to five key areas:
- Computing systems and networks,
- Programming,
- Creating media,
- Data Handling,
- Online safety.
Computing systems and networks:
Identifying hardware and using software, while exploring how computers communicate and connect to one another.
Programming:
Understanding that a computer operates on algorithms, and learning how to write, adapt and debug code to instruct a computer to perform set tasks.
Creating media:
Learning how to use various devices — record, capture and edit content such as videos, music, pictures and photographs.
Data Handling:
Ensuring that information is collected, recorded, stored, presented and analysed in a manner that is useful and can help to solve problems.
Online safety:
Understanding the benefits and risks of being online — how to remain safe, keep personal information secure and recognising when to seek help in difficult situations.
This repetition of key themes across year groups inherently lends itself to progression in skills and outcomes, including in the level of challenge and complexity of tasks set. Learning outcomes are shared with the children, and teachers make reference to prior learning, supporting the children to forge links between what they already know and the new knowledge they acquire. As a result of our carefully constructed curriculum, children are expected to make good progress in their understanding and application of computing, including applying what they have learnt beyond the classroom.
Our curriculum enables pupils to meet the end of key stage attainment targets and the lesson aims align with those outlined within the National Curriculum. As we teach this in conjunction with our RSE and PSHE curriculum, we are ensuring that we meet the requirements set out within the DfE's Education for a Connected World Guidance. This guidance was created to equip children for life in a digital world, including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy use of technology.
Evidence
At Blacko Primary School, children record their learning in a variety of ways, which is recorded within their whole class computing books or in class/pupil folders on our system. Evidence of the learning is dependent on the lesson outcome; year group and the knowledge and skills being developed. This can be in the form of: shared learning folders, posters, photographs of practical activities/use of programs and speech bubble comments relating the learning.
Assessment
Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. Teachers use a range of questioning and retrieval practice to assess children against the aims of the lesson.
SEND
Pupils with SEND will be supported to access our Computing curriculum through adaptations depending on their need. Adaptations for learning follow the EEF's 5-a-Day Principles and these adaptations, through Ordinary Alternative Provision(OAP), will be planned by teachers to support all children in being able to achieve, regardless of their individual needs.
Our SEND page provides parents with further information about what this could look like for your child and where you can seek further information or support.
Subject Leaders
Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and book looks to measure the impact of our teaching, based on how much children can remember.
Subject leaders will meet with their counterparts from our other trust schools and will moderate the work and monitoring outcomes from their setting to ensure that standards are exceeding the expectations.