Computing

Subject Leader: Mrs E Warburton

WARBURTONE@saintgeorgescofe.kent.sch.uk

Computing at Saint George’s Primary Phase

Intent
In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education that equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about 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, whether or not they include computers.
By the time they leave St George’s Primary Phase, 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, ensuring a solid grounding for future learning and beyond.

 

 

Implementation
At St George’s Church of England Primary School, computing is taught using our own devised scheme that we feel is current and follows all the National Curriculum and more. All year groups follow a term-by-term topic which is set out in year groups and is on our curriculum map for computing.

 

They are as follows:

 

 

 

 

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 1

 

 

 

Technology Around Us

Digital Painting

Moving a Robot

Grouping Data

Digital Writing

Programming Animations

Year 2

 

 

Information Technology around us

 

Digital Photography

Robot Algorithms

Pictograms

Making Music

An Introduction to Quizzes

Year 3

 

 

 

Connecting Computers

Stop Frame Animation

Sequence in music

 

Branching databases

 

Desktop publishing

 

Events and actions

 

Year 4

 

 

 

The Internet

 

Audio editing

 

Repetition in shapes

 

Data logging

 

Photo editing

 

Repetition in games

 

Lesson Plans: https://teachcomputing.org/curriculum

They are also, where possible, linked to engaging contexts in other subjects and topics. We have a computing suite and a class set of iPads, to ensure that all year groups can use a range of devices and programmes for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The implementation of the curriculum also 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. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Impact
Our approach to the curriculum results in a fun, engaging, and high-quality computing education which also equips the children to cope with the demands of an increasingly digital world in secondary school, further education, and future workplaces. The skills we teach should enable them to have up to date knowledge to help them relate to what is going on around them and use technology to improve their learning as well as giving them the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

The quality of children’s learning is evident on their files in the shared drive or in their Computing file. Evidence such as this is used to feed into teachers’ future planning, and misconceptions and knowledge gaps in computing can be retaught either when teaching other curriculum areas through cross-curricular links or the following year when previous topics are revisited at a higher level. This supports varied paces of learning and ensures all pupils make good progress.

Key Stage 1

Key Stage One

  • 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

Key Stage Two

  • 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 and recognise acceptable/unacceptable behaviour, identify a range of ways to report concerns about content and contact.