Subject Leader: Mr Pleavin is our curriculum leader for Computing.
Computing opens up the world for learners on a global level. It develops the skills needed for truth and prioritises the common good of all people.
All things were made through him, and without him was not anything made that was made. John 1:3
Computing Intent Statement
‘To equip children with the skills and knowledge they need to become creative, independent learners and ensure they develop a healthy relationship with technology. We want children to have fun with technology while developing problem-solving skills and working collaboratively to develop 21st-century skills.’
Our Implementation for our Computing Curriculum
Our school computing curriculum is delivered throughout the year by both class teachers and our computing specialist. Computing is the new ICT and can be divided into 3 areas: Computer Science, Information Technology and Digital Literacy (which includes eSafety). We have then categorised the aims for the new computing curriculum as identified in the Programme of Study issued by the Department for Education into these three areas. We follow a scheme that has been produced by Purple Mash that facilitates the implementation of the Computing curriculum across Key Stages 1&2 which has been linked against the national computing curriculum objectives.
The Impact of Our Computing Curriculum
Through our computing lessons, pupils should learn key vocabulary and be able to apply their computing skills both within computing sessions and across the curriculum. Specific skills will have been developed, including:
Computer Science (CS)
Key Stage 1 Aims
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. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Key Stage 2 Aims
5. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
6. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
7. Understand computer networks, including the Internet; how they can provide multiple services, such as the World Wide Web
8. Appreciate how [search] results are selected and ranked
Information Technology (IT)
Area Key Stage 1
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Area Key Stage 2
Use search technologies effectively.
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
Digital Literacy (DL)
Area Key Stage 1
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.
Understand the opportunities [networks] offer for communication and collaboration.
Area Key Stage 2
Be discerning in evaluating digital content.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour.
We have a new computing suite that is frequently used as a stool to support the whole class and interventions.
Professional Development
The effectiveness of the Computing curriculum will be evaluated in discussions with the head teacher, teaching staff, the Computing coordinator and the computing specialist. Resources, teaching methods, pupils’ experiences and needs will be identified, and priorities for amendments to the policy and in-house support will be established.
Support is identified through:
- School development planning
- Curriculum review and evaluation
- Coordinator needs
- Individual needs
