The curriculum gifts we give to our children...

Our pupils will see something move in response to their

commands & produce something of their own that makes them go ‘Wow

computing

Kids robot

Outcomes from the  computing subject leaders inquiry into the quality and consistency of computing.

Focus questions that led the enquiry

1.How computing serves as a vehicle to enhance pupils overall learning journey

2.How well pupils engage with computing

3.How confident staff feel with regards to computing teaching and learning 

4.How learning builds on teaching and experiences from the EYFS

5.How the teaching and learning of computing supports wider vocabulary development 

6.The knowledge progression model 

7.The extent to which the curriculum gift for computing is the lived experience of every learner in school.

Methodology: random samples, pupil interviews, book looks, staff survey parental feedback 

Intent

At Taddington and Priestcliffe Primary school, the planning and teaching of computing is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning.  Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there.  Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.

Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life.  Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum.  Children must be taught in the art form of ‘Computational Thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gate

 

Implementation

In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to 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. Each of these skills will be taught through exciting half termly units.

In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.  They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.

To see how content is taught, click here to see the knowledge and skill progression model. 

 

Impact

 

After the implementation of this robust computing curriculum, children at Taddington will be digitally literate and able to join the rest of the world on its digital platform.  They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

Knowledge and skill progression snap shot

Links to learning in EYFS
  • Understanding the World : Technology

  • Knows how to operate simple equipment

  • Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones

  • Shows skill in making toys work by pressing parts or lofting flaps to achieve effects such as sound, movements or new images

  • Knows information can be retrieved from computers

  • Completes a simple program on a computer

  • Uses ICT hardware to interact with age-appropriate computer software

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...

Bee-bot-Starter-Pack.jpeg
Links to other areas of the curriculum
  • Presenting work from across the curriculum (using digital cameras, video, 2Simple software, Word,

  • Publisher, PowerPoint, Excel or similar)

  • Using online simulations to explore ideas in science or geography

  • Using the internet as a search tool to support learning across the curriculum (needs to be a taught skill if this is to be effective)

  • Using spreadsheets & databases to analyse and explore data (particularly in maths and science)

  • Using apps to support learning (eg. Mathletics, TT Rockstars , Raz kids, )

  • eSafety aspects have strong PSHRE link

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...

Experiences every child should have:
  • Creating videos and sharing them with friends and family

  • Seeing something move in response to their commands

  • Produce something of their own that makes them go ‘Wow!’

  • Chances to try things out, go wrong & discover that the computer doesn’t blow-up and the internet doesn’t shut down as a result

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...