Computing

National Curriculum Aims

The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

The progression of Computing through school

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 have concerns about content or contact on the internet or other online technologies

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
e technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Intent

At Mexborough St. John the Baptist C of E Primary, we want children to have a secure knowledge and understanding of how computer systems work and be able to use a range of skills in the subject effectively; as a result of this, they will be able to use computing skills to their advantage in the digital world in which we live in. We aspire for our children to have secure computing skills so that they become digitally literate and be able to use and express themselves as well as develop their ideas through, information and communication technology. We want children to have secure foundations, which can be built upon, to gain a level suitable for the future workplace and as active participants in a digital world. We believe that all children should have the skills needed to apply their knowledge in different areas of computing. We want to develop respectful, responsible citizens who take care of themselves and others through teaching pupils how to stay safe in our digital world

Implementation

We have a clear vision behind the computing curriculum which develops the skills across three key areas: Computer Science, Information Technology and Digital Literacy. As a school, we have chosen the Teach Computing Scheme of Work from Y1 to Year 6 which supports our teachers in delivering fun and engaging lessons and helps to raise standards allowing all pupils to achieve to their full potential. The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes are revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

Key Stage 1

In Key Stage 1, children begin to understand what technology is and how it is used in their every day lives. They begin to learn what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions. They write and test simple programs using the Scratch Junior program and the use of Beebots; Children begin learning how to organise, store, manipulate and retrieve data in a range of digital formats such as pictograms and tally charts. Pupils are taught the beginnings of word processing through learning keyboard skills and using the computer to create and format a text. They learn how to create music using the computer as a tool to explore rhythms and melodies, before composing their own compositions. Children learn how to communicate safely and respectfully online, keeping personal information private, and recognising common uses of information technology beyond school.

Key Stage 2

In Key Stage 2 children build upon the skills and knowledge by designing and writing programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely. Children are taught how to use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs. They learn how to select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. They use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs using the Scratch program; in Y5 and Y6, they learn physical computing using crumble kits and microbits. Pupils begin to understand computer networks including the internet; how they can provide multiple services, such as the worldwide web; and the opportunities they offer for communication and collaboration.

When teaching computing, children are taught the key skills that they will need by building upon the learning from previous years and remembering the knowledge that they have been taught so that learning 'sticks' which they can then use to understand new knowledge. Children learn new vocabulary each year, as well as using the language that they have already have acquired. These links in learning can then be applied in other contexts. The core skills of recall, understand, connect and apply are used to facilitate this.

Differentiation for vulnerable groups (SEND, Pupil Premium, etc.)

At Mexborough St. John the Baptist C of E Primary we aim to enable all children to achieve to their full potential. This includes children of all abilities, social and cultural backgrounds, those with disabilities, EAL speakers and SEN statement and non-statemented. We place particular emphasis on the flexibility technology brings to allowing pupils to access learning opportunities, particularly pupils with SEN and disabilities. With this in mind, we will ensure additional access to technology is provided throughout the school day and in some cases beyond the school day.

The core skills of recall, understand, connect and apply are used to drive this.

Impact

Pupils’ learning over time, reflects the intended curriculum. The concepts and big ideas provide the schema through which meaning is made and helps to ensure long term knowledge growth. This in turn ensures pupils know more and can do more. Research shows that repetition of course content leads to 'sticky learning'; the transfer of knowledge from the short term to long term memory. At Mexborough St John’s, we achieve this through regular retrieval practise. Children can speak with confidence about what they have learnt and how they can apply this to other parts of their learning. The impact of our curriculum will be seen not only in measurable attainment and progress but that St John the Baptist Primary School creates polite, well-mannered caring members of our school community who understand and respect everybody’s differences and needs. Pupils will have the tools to prosper and stay safe in this increasingly digital world.

Curriculum Overview

The Teach Computing Curriculum is structured in units. The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme.

Structure of Units of work:

KS1:

KS2: