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Computing

 

“The computer was born to solve problems that did not exist before.” — Bill Gates

Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.

Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

INTENTION

Technology is everywhere and evolving all the time. It will play an important part in all of our students' lives, therefore, we want to model and educate our pupils on how to use it positively, responsibly and safely.  At Newton Ferrers C of E Primary, our broad curriculum encompasses 'computer science', 'digital literacy' and 'information technology',  taught through specific lessons and also linked to other areas of the curriculum when appropriate to make the learning creative and accessible. 

Teachers use the National Curriculum to provide a progression grid that builds on skills, knowledge and vocabulary of Computing. Long term plans are then devised to ensure that each of these are built on and that this is made explicit to the learners. Staff review and adapt work and learning to meet the needs of the children in our school and to explore advancements in computing technology.

Beginning in EYFS, our pupils explore how technology is used in school and around the home. They learn how to use functions on computers and begin to communicate with safely with family online through their learning journals. 

At Key Stage 1, our pupils understand what algorithms are and how they are implemented as programs on digital devices. They create programs by giving precise and unambiguous instructions, debug simple programs and use logical reasoning to predict the behaviour of simple programs. Our pupils use technology in a purposeful manner to create, organise, store, manipulate and retrieve digital content. They build on their knowledge of common uses of information technology beyond school and learn how to use technology safely and respectfully.

At Key Stage 2, our pupils are taught to design, write and debug programs that accomplish specific goals, using sequence, selection and repetition in them. Using logical reasoning, they explain how algorithms work and detect and correct errors within them. The children are taught about computer networks and the opportunities they offer for communication and collaboration. They use technology effectively (including for collecting, analysing, evaluating and presenting data and information) and begin to evaluate digital content. Our pupils are taught how to use technology safely, respectfully and responsibly. They recognise acceptable and unacceptable behaviour and identify a range of ways to report concerns about content and contact.

IMPLEMENTATION 

We have created a comprehensive progression document for staff to follow to best embed and cover every element of the Computing curriculum. The knowledge, vocabulary and skills  build year on year to develop and challenge our learners.

Classes have a scheduled weekly timeslot for Computing lessons and they are also able to use the resources at other times to enhance learning across the curriculum. We greatly value the cross-curriculum approach and can see how this creates meaningful learning opportunities (for example using computer research to support learning in history).

 Staff follow the progression grids to ensure that pupils are taught the appropriate vocabulary, skills and knowledge and that they are appropriately challenged in their learning.

Digital literacy  

Digital literacy forms the backbone of the ICT curriculum.   Children develop ICT skills that can thoughtfully be applied in a range of different situations, with children developing increasing independence in the choices they make over which technology to use to help them reach the desired outcome.   As they progress through KS1 and KS2 children will become increasingly confident in the application of their digital skills, becoming increasingly efficient and effective communicators, collaborators and analysts, showing imagination and creativity in their use of ICT in different aspects of their learning and life beyond school.

 

Technology in the world  

Children should develop an understanding of how technology makes a difference in all aspects of life- at home, at school and in the workplace, as well as considering the impact technology has had on society over the years. 

 

Children will, for example, develop an awareness of how different technology is used in the world around us (KS1) and begin to evaluate web pages, software and applications and use this evaluation in the planning of their own digital resources.

 

Technical understanding 

Children develop the knowledge and understanding of how technology works.

This extends from an awareness that there is ‘something inside’ a piece of technology to make it work, for example, Year Three will explore how a computer is made of different components, learning about graphics processors and Central Processing Units. Progressing through KS1 and KS2 to children creating their own simple programs including games and applications with exposure to computer codes and scripts.

 

Online Safety

Online safety is a fundamental element of ICT teaching and technology.  We have a separate Online Safety policy, and Online Safety sessions take place at the beginning of every new unit of Computing as well as in PSHE lessons.

 

We use the published scheme 'Kapow Primary'. In this scheme children  will learn how computers and computer systems work; they will design and build programs, develop their ideas using technology and create a range of content.

Each year we support Safer Internet Day and explore the theme in depth across the school. This provides an additional boost to the importance of Internet safety which is covered right from the beginning EYFS to the end of KS2.

Computing assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their planning, lesson activities and differentiation. 

IMPACT 

We encourage the children to enjoy and value the curriculum we deliver. We want the learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being.

The way pupils showcase, share, celebrate and publish their work will best demonstrate the impact of our curriculum. We also look for evidence through reviewing pupils' knowledge and skills digitally and by observing their learning carefully. Progress of our computing curriculum is demonstrated further through outcomes and the the record of coverage in the process of achieving these outcomes.  Learning and understanding is assessed against the National Curriculum statements for Computing. This is both ongoing, to inform future planning, and summative to share with staff, leaders and parents. This ensures the pitch of lessons is well matched to need and that, by the end of each key stage, required content within the National Curriculum is adequately covered to prepare pupils for the next phase of their education. Leaders conduct pupil conferencing and interviews with the children to discuss their learning and establish the impact.

 Computing Long Term Plan  

 

Autumn 

Spring 

Summer 

EYFS/Yr1 

Understand that a range of technology is used and has particular purposes. 

Wind-up toys 

Getting started  

Bee bots – Coding 

Programming – Beebot 

Simple computer program 

Algorithms unplugged 

 Yr 2 

  • Understand how basic programs work 
  • Use technology to create, retrieve and store information 

Year A 

Basic Computer skills/ Logging on and off - passwords 

Discover and Present information 

Sequencing and ordering (basic coding) 

Computer art 

Mapping – Locate places 

Develop shortcuts/ google classroom 

Year B 

 Basic Computer skills/ Logging on and off - passwords 

 Basic Coding 

Basic coding 

 Digital photography/ videos 

Google apps and creating files 

Solving problems 

 Yr 3/4  

  • Use logical thinking to explain how algorithms work/ design and write programs 
  • Design/ write and debug programs/ use search technologies effectively/ present information 

Year A 

Google apps and creating files about Rocks and Fossils (docs) (Collaborative learning) 

Programming –Website design (Website design)  

Communication: Video call/ email (Emailing) 

Narrated Videos (Digital literacy) linked to a Stone Age story 

Using variables in coding (Further coding with Scratch)  

Programming: logical thinking (Computational thinking) 

Year B 

 Google apps and creating files (slides) (Collaborative learning) 

 Discover and present: Blogs and wikis 

Planning and designing games (Programming Scratch) 

Making music (Garage Band- Egyptian music)  

 Data collection (Investigating weather linked to Geography) 

HTML and Java editing (HTML) 

 Yr 5/6 Curricular Goals 

  • Use sequence, selection and repetition in programs/ understand how devices connect to the internet  
  • Select use and combine a variety of software on a range of digital devices 

Year A 

Computer Networks  

Data transfer and binary  

Mars Rover 1 

DL/CH 

Computer Aided Design 

3D design skills 

Mars Rover 2 

DL/CH 

Programming Music  

DL/CT  

 

 

Year B 

Code breaking - Cryptography 

Bletchley Park 1/2 

DL/CT/CH 

Big DATA 

DL/CH 

 

Crumble Coding  - Block coding  

The meaning and purpose of programming 

CT/CH  

Subject specific planning: 

E-safety lesson to be delivered at the start of each half term. 

 

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