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SUBJECT - COMPUTING
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- Provide an exciting, rich, relevant and challenging Computing curriculum for all pupils.
- Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
- Provide technology solutions for forging better home and school links.
- Enthuse and equip children with the capability to use technology throughout their lives.
- Teach pupils to understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
- Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.
- Instil critical thinking, reflective learning and a ‘can do’ attitude for all our pupils, particularly when engaging with technology and its associated resources.
- Use technology imaginatively and creatively to inspire and engage all pupils, as well as using it to be more efficient in the tasks associated with running an effective school.
Aims of the EYFS Curriculum
- Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in roleplay.
- Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
- Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors, controllable traffic lights and walkie-talkie sets.
- Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.
Aims of the KS1 Curriculum
- Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
- Write and test simple programs.
- Organise, store, manipulate and retrieve data in a range of digital formats.
- Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.
Aims of the KS2 Curriculum
- Design and write 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; generate appropriate inputs and predicted outputs to test programs.
- Use logical reasoning to explain how a simple algorithm works 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 worldwide web; and the opportunities they offer for communication and collaboration.
- 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.
- 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
EYFS to KS1
From EYFS children are exposed to different types of technology. Pupils should know how to operate simple equipment and should be able to identify and explain the purpose of some technology used in both school and at home. In Year 1, the three strands of the Computing Curriculum begin (computer science, information technology and digital literacy). Building on EYFS, pupils should now be beginning to create and experiment with digital content and are introduced to what algorithms are. Common creative tasks could include; word-processing, creating pictures using paint packages or working with digital photographs. These skills should be built upon in year 2 and children should have the opportunity to experiment with more tools. It will be modelled to children how best to organise and save their work and how to safely retrieve relevant content using a search engine. Pupils should also develop some awareness of their digital footprint.
How KS2 builds upon KS1
The focus on algorithms at key stage 1 leads pupils into the design stage of programming at key stage 2. Using sequence, selection, and repetition in programs; working with variables and various forms of input and output should be practised. Pupils should use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Pupils should 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. As children progress through the key stages they should become more confident with using search engines effectively.
How UK2 prepares children for KS3/Secondary readiness
The curiosity, creativity and courage that teachers nurture in children should now endure as they move on through education and into adult life. To exploit fully the opportunities that current and future technology offers them, pupils will draw on the understanding of computing teachers provide them with, as well as confidence gained through working on a range of meaningful projects throughout their primary education.
The curriculum has been sequenced in the order it has to build on and practise a range of skills year on year. We use Purple Mash Scheme of Learning, to equip pupils with skills they can apply across the curriculum and into secondary education. The resources are very visual and simple for teachers and children to follow. The revisiting, teaching and discussing of Online Safety occurs regularly. This is delivered either during Computing time or during PSHE. We use ‘Education for a Connected World’ as a tool that focuses on all areas of online safety education. We are aware that it is crucial that pupils learn to balance the benefits offered by technology with a critical awareness of their own and other’s online behaviour. We discuss effective strategies for staying safe and making a positive contribution online. We believe our Computing Curriculum prepares our children for the wider world when they leave school.
Depending on the content of the lesson, some strategies we may use for differentiation are:
- Mixed Ability pairing – children can help support each other navigate around the different tools and applications that they are using that lesson. It provides opportunities for MA children to have a more in depth understanding as they explain the steps of learning to other children if needed.
- Teachers and TAs are available to support learners when needed
- Pupils are given time to and opportunity to explore the applications that are available on Purple mash for them to practise their skills.
- Children have the opportunities to practise skills and apply in different formats and tools both on Purple Mash and J2E (more variation for MA)
- MA pupils may be able to access higher tier vocabulary and use a wider set of tools on programmes
- Differentiation by dialogue – questioning/ demonstrating/ showcasing work
- Setting pupils different challenges – eg pushing MA to use more tools/ solve more complex problems
- By pace/ outcomes – expect more from MA pupils in pieces of work
- All work started at a level children can access and opportunities to build upon the skills at a time when they are ready without holding any children back/ pushing pupils on too quickly
- All work modelled with different expectations for groups of children
Curriculum Skills (Other skills developed)
- Social skills / oracy – sharing work completed to class, sending and receiving emails (exploring different tools for communication)
- Children become resilient in overcoming challenges set
- Problem solving skills (Coding)
- Word processing skills
- Computer Art
- Learning how to organise and store data
- Developing strategies of how to stay safe online
- Understanding their digital footprint
- Research skills on the web
- Cross curricular opportunities
- Understanding the purpose and opportunities Computing provides
Curriculum Assessment and Intervention
The curriculum expects pupils to debug their own programs, use logical reasoning to explain simple algorithms (including their own), and detect and correct errors in both algorithms and programs. One way to encourage self-assessment is to question children if they were successful in completing the challenge or not. We ask children to refer back to the Success Criteria for that lesson - were they able to follow the steps for success?
The ideas for self-assessment suggested above translate naturally into peer-assessment, with pupils working with a partner to review, and help correct, algorithms and programs, or providing critical, constructive feedback on digital content.
Pupils’ knowledge of the concepts covered by the programme of study may not be immediately apparent in the work they produce. The use of open questioning is one way we assess their understanding of concepts.
At the end of the year, teachers can assess whether children have met the end points for that year group. Any barriers or gaps identified in the children’s learning for can then be passed onto the following teacher. Plans or interventions can be then put in place to ensure that these skills are practised and embedded to minimise children falling behind.