Computing at All Souls' CE
Computing Curriculum Rationale
At All Souls’ CE Primary, we are all technologists! We want our pupils to appreciate computing. We want them to have no limits to what their ambitions are and grow up wanting to be software programmers, coders, website creators or innovators! We want them to embody our Christian core values. We all embrace the school motto of: “we are a place to grow’ – this is both spiritually and academically. The computing curriculum has been carefully designed so that our pupils develop their computing knowledge and capital. We want all our pupils to remember their Computing learning in our school, to cherish these experiences and embrace the opportunities they are presented with.
The computing curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our pupils to become independent and resilient.
We want to equip pupils with ambition beyond the minimum statutory requirements of the computing National Curriculum and prepare them for the opportunities, responsibilities and experiences of later life. The curriculum is meticulously planned with the intention to address social disadvantage and ensure that all pupils - including those with SEND – have an opportunity to engage with a challenging curriculum and achieve success. Any gaps in pupils’ knowledge are quickly identified and addressed to ensure that pupils are supported to meet the ambitious intended end points of the curriculum in computing. We use Purple Mash as a learning tool and platform for our computing curriculum. We liaise with Bolton and use their scheme of work to deliver the curriculum. Bolton provide bespoke training for every year group to deliver the curriculum and thereby greatly support teachers to deliver this effectively.
The computing curriculum is focused upon the development of Computer science, Information technology and Digital literacy. Computing is progressively sequenced to ensure that pupils gain appreciation and understanding of areas such as coding, digital artefacts, E- Safety and Mechanics. The theoretical aspect of computing is developed through discovery of the systems and component knowledge. Through practical work, the pupils learn the discipline of the subject and apply their knowledge and skills to think and work as a technologist. E -Safety is taught and re- visited, children learn how to stay safe when on line and this is progressive across school. In addition to this, we organised a celebration of online safety, which stemmed from a book stimulus. Digital leaders were integral to the planning of the work and children and parents had the opportunity to learn in depth about how to keep themselves safe online.
We want our pupils to use the vibrancy of our great town and wider city to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We achieve this by providing a strong local contextual links where possible. For example, recently a group of pupils visited the ‘Crucial Crew’ in Bury, Manchester. The children were given the opportunity to learn about the dangers presented both in real life and virtual life. They had the opportunity to explore scenarios and ways in which they could seek help. Children were also taught about safety whilst on social media. We firmly believe that it is not just about what happens in the classroom, it is about the added value we offer to really inspire our children.
British Values and our core values are placed at the heart of everything we do. This often feeds into the Computing curriculum. Cultural capital development is addressed through art gallery visits, online exploration, artist visits to school and first-hand experiences. We enrich pupils’ time in our school with memorable, unforgettable experiences and provide opportunities to engender an appreciation of human creativity and achievement.
We effectively develop and invest in our teaching staff to ensure that they are fully equipped with expert subject knowledge in order to support the delivery of the exceptional Computing curriculum. All staff can access unit and year group specific training from the scheme. Teaching is highly effective for all pupils. Teachers present the curriculum content clearly through composite and component parts supported by unit schemes of work which break the unit knowledge, concepts and skills down for each lesson in each year group.
The curriculum is delivered through a subject specific approach which supports pupils to develop the key concepts and knowledge of the Computing curriculum. Each lesson within a unit of work is carefully crafted and builds upon what has been previously taught from one year to the next.
Frequent audits of the computing curriculum take place. Following the findings from these audits, the computing curriculum is adapted to build upon the learning opportunities and assessment end points for each year group and ensures progression and repetition in terms of embedding key learning, knowledge and skills.
Pupils take inspiration from technologists throughout history as well as modern pioneers of technology to help generate ideas for their work and to underpin the foundations of learning. The way each discipline is taught is revisited in each phase, at a progressively deeper level. All classes use the same scheme of work, this provides a consistency and allows for planning progression to be sequenced.
Computing subject specific characteristics, which we expect the pupils to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in computing and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:
• A passion for and a commitment to the subject
• 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; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
The teaching of the computing curriculum is planned and delivered to support pupils to transfer key knowledge into their long-term memory and therefore improve the progress they make. Essential vocabulary is identified within each lesson and unit of work to ensure that our pupils can discuss and evaluate the computing curriculum content effectively.
Whilst delivering the curriculum, teachers are constantly checking to ensure that pupils are learning the necessary knowledge and identifying and addressing misunderstandings. Assessment is used as a tool to support pupil learning. The Computing curriculum is research evidence informed in relation to the content, delivery and process of learning.
We use both formative and summative assessment information in computing. Assessment informs learning to ensure that all pupils including disadvantage and those with SEND achieve highly and acquire the knowledge and cultural capital they need to succeed in life. Staff use assessment information to inform their short-term planning and address misconceptions. This helps us provide the best possible support for all of our pupils. The end points for each phase have been carefully mapped out and further broken down. This means that the essential knowledge, skills and concepts in computing are progressive and build year on year.
Our well-constructed curriculum in computing leads to pupil’s successful learning. This is evidenced in the outcomes within their own electronic drives and practical work produced. Pupils are well prepared for the next steps and stages of their learning due to the progressive and well sequenced curriculum. As a result, pupils make excellent progress they know more and remember more as they move through the computing curriculum at All Souls’ CE Primary.
Computing programmes of study:
Key Stages 1 and 2
Purpose of study
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
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
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant program of study.
We are not required by law to teach the example content in [square brackets].
Subject content – 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
Subject Content – 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
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact