Computing

Intent

  • In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world.

  • The curriculum will build on the key concepts to teach the children the knowledge of how computers and computer systems work, and how they are designed and programmed.

  • Learners will have the opportunity to gain an understanding of computational systems of all kinds, physical and abstract through collaborative based learning.

  • By Year 6, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).

  • The objectives within each strand support the development of learning across the key stages and within wider subjects, ensuring a solid grounding for future learning and beyond.

Implementation

  • At Swallownest Primary, computing is taught using a blocked curriculum approach where computing is explicitly taught in terms 2, 4 and 6. However, the children are exposed and encouraged to use our technology throughout the year such as using the computers or laptops to access Digimaps within Geography. This ensures children are able to develop depth in their understanding and skills over the duration of each of their computing topics while forging deep links within their substantive and disciplinary knowledge. Teachers use Barefoot Computing (EYFS) and The NCCE as a starting point for the planning of their computing lessons, which are often linked to engaging contexts in other subjects and topics.

  • Knowledge and skills are mapped across each block and year group to ensure systematic progression. We have a computing suite and one class sets of laptops to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as additional computing sessions such as TTRS and Spelling Shed which consolidate key IT skills.

  • The implementation of the curriculum ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon.

  • Lessons are structured focusing on key concepts to ensure the children retain key knowledge. For example, each lesson starts through the use of ‘Tinker Time’ where the children are encouraged to collaboratively problem solve while creating a new project, linking the knowledge of the lesson to the concepts of computational thinking.

Impact

  • Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The quality of children’s learning is evident within the digital floor books.

  • Pupils demonstrate their deep enthusiasm for the subject during their pupil voice where they are able to retrieve their knowledge and articulate key pieces of information from throughout the block or year.

  • Additionally, in line with our feedback policy, children receive in the moment marking which enables children to quickly and effectively reflect on their learning.

  • Much of the subject-specific knowledge developed in our computing lessons and the structure of the lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces. This is sourced from the 12 pedagogy principles (NCCE and Raspberry Pi) which ensures computing at Swallownest gives children the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.