Computing
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.
Intent | Why is Computing taught the way we teach it? |
At Audley Primary School we believe that pupils should have a high-quality computing education that equips them with computational thinking skills to grow into analytic creators who can make informed choices and accomplish specific goals. They will have the knowledge and skills necessary to navigate a range of technologies productively, responsibly and safely. We start with the fundamentals of computing (hardware use) in EYFS and KS1 and progress to more complex concepts in KS2. We have designed the computing curriculum into our exciting provision to ensure progression, coverage of skills and engagement in real-life contexts to spark an enthusiasm for pupils to pursue careers where these technical skills are required. Learners will be aware and vigilant to the potential risks online, how their actions online can have consequences, guiding learners to flag issues to trusted adults and to be kind online ensuring they are excellent, active digital citizens. Digital leaders in school are pupil representatives are technology monitors, who discuss online issues, and promote safer online practices within class to convey their pupil voice. Pupils of all abilities will be able to use technology as a means of accessing, enhancing and evidencing learning across the curriculum. Engaging home learning lessons and resources are setup and can be accessed remotely by each pupil. | |
Implementation | What makes Audley’s coverage/approach to Computing effective? |
In the foundation stage, EYFS computing is an embedded part of the curriculum where a variety of technology is used to enhance learning, both through directed and free flow activities. Technology is incorporated into role-play activities where toy versions are used initially. Pupils are also taught how to use a range of devices to use basic coding using Blue-bots in a cross-curricular way. For example, children used the Blue-Bots to correctly navigate and retell a story, which was linked to their topic using simple instructions on a specially drawn floor-bot map. In Years 1-6, an one hour long computing lesson is delivered weekly, one unit per half term. In order to ensure progression of skills across a breadth of areas, links are made within our curriculum. During computing lessons, children’s prior knowledge are built on, through vocabulary-rich discussions of concepts, hands-on, exploratory activities and guided practice. New concepts are explored in familiar contexts and using unplugged activities, before being related to the novel in a more abstract way. When programming, pupils move through the stages of use, modify and create. They first are encouraged to explore existing programs and ‘read the code’ before adapting or completing partially-completed projects. Finally, they apply these skills to create their own project to implement the modelled knowledge and skills.
The computing curriculum can be divided into three inter-related strands: Computer science: Pupils need to understand what algorithms are – this is the basis of what they need to know in order to write computer programs. Each programming language has its own vocabulary and grammar but they all follow the same type of logic. It is possible and beneficial to learn computer science away from computers or other digital devices. Role-play and kinaesthetic activities can help pupils develop logical reasoning.
Digital Literacy: Pupils need to be able to use technology safely. They need to keep their personal information private and treat other people with respect. If something goes wrong or they see something they do not like they should know what to do and where to go for help. They need to understand the main risks relating to:
Information Technology: Pupils should understand that technology is everywhere, be able to identify the technology they encounter and have a basic understanding of how it works. This will link to work on programming and algorithms.
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Impact | What do we want an Audley Computer Scientist to know/have experienced/be able to do before they leave Year 6? |
We aim to have our Audley Year 6s show a true understanding of the three different strands within the computing curriculum, use computational thinking skills and show resilience when solving problems. To be respectful towards others and show they can use a variety of software and hardware appropriately. Year 6 pupils will be able to apply their creative skills in computing and can choose and evaluate the best devices to use. To demonstrate positive attitude towards working collaboratively, in both pairs, teams as well as independently.
Year 6 Audley pupils will have the ability to think critically, behave safely, and participate responsibility in our digital world. They would have a developed digital citizenship skills to understand how to utilise the internet to good effect and can take practical measures to ensure that they keep themselves safe when using the internet. When Audley pupils arrive at their next destinations, the workplace, the computing skills that they have been taught stand them in good stead. |
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.
Key stage 1 (Years 1 and 2)
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.
Key stage 1 (Years 3 to 6)
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.
Parent Online Safety survey
As part of our strive for excellence, the school actively engages and listens to parental feedback through our survey. This enables the school to support parents with Online Safety both at school and in the home.