Computing Curriculum Policy

 

Intent

The 2014 National Curriculum for Computing aims to ensure that all children can:

  • Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Be responsible, competent, confident and creative users of information and communication technology.

As technology underpins today’s modern lifestyle, it is essential that all pupils at How Wood School gain the confidence and ability they need in this subject to prepare them for the challenge of a rapidly developing and changing technological world.  The use of modern technologies will enhance children’s understanding of computer science which is at the core of computing at How Wood School. Children will be encouraged to express themselves creatively by designing programmes, systems and a range of content across a range of platforms or interfaces. Teaching will extend and support this learning through a variety of subjects; Maths, English, Science, Geography, Music and Design and Technology. It is essential that children become digitally literate and build resilience in an ever changing digital environment. They need to be able to express themselves and their ideas independently to prepare for the future workplace and as active participants in a digital world.

 

Implementation

At How Wood Primary, we bring abstract concepts to life with real-world, contextual examples and a focus on links with other curriculum subjects. This can be achieved through the use of unplugged activities, proposing analogies, storytelling around concepts, and finding examples of the concepts in pupils’ lives.

The units for Key Stage 1 and 2 are based on a spiral curriculum, meaning each of the key themes are revisited regularly (at least once in each year group – ‘making learning sticky’), and pupils revisit each theme through a new unit that consolidates and builds on prior learning. This will allow for progression across key areas by ensuring that connections are made and built on throughout each Key Stage.

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 need it

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.

 

Impact

We want our children to enjoy and value the curriculum we deliver. We encourage them to know the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being.  We want our children to find the right balance with technology, which not only supports their education effectively but also enables them to maintain a healthy life-style.

The impact of our computing curriculum can not only be seen in displays around school and on the children’s individual computer accounts, but can also be measured by speaking to the children themselves. The fun, engaging, and high-quality teaching of the computing curriculum enables our children to use a computer with confidence, giving them the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

National Curriculum: Computing Programmes of Study

COMPUTING CURRICULUM OVERVIEW