Computing

The overall aim of our computing curriculum is that pupils leave primary school as confident, capable and creative users of digital technology, with a secure understanding of the fundamental principles of computer science and as safe, responsible and discerning digital citizens.

Our curriculum starts from the national curriculum programmes of study for Key Stages 1 and 2. We aim to develop pupils’ computational thinking and creativity so that they can ‘understand and change the world’. We use the Switched on Computing curriculum which recognises that computing has three inter-related aspects, and these are covered in each year:
 

• Computer Science (the foundations of computing, covering coding and computational thinking)
• Information Technology (the applications of computing, including working with documents, data and digital media)
• Digital Literacy (the implications of computing for individuals and society)

 The scheme also recognises the ‘spiral’ nature of progression within computing: new knowledge, skills and understanding within each of the strands of the subject build on what’s gone before. Thus, for example, in programming pupils are introduced to a simple sequence of recorded button presses on a Bee Bot in Year 1, then move on to building programs by snapping together blocks to move sprites in Scratch Jr before going on to create their own animations, quizzes and games in Scratch. Pupils progress from simpler to more complex programming languages, but also build up their conceptual understanding of programming from sequence, through repetition and selection to variables, input and output.

One of the reasons behind choosing Switched On Computing is the flexibility it allows schools for implementation. It’s designed for schools to adapt the scheme to their own technologies, approaches and priorities. Units typically include some cross-curricular connections to things pupils will be studying elsewhere in the curriculum, helping them to see how computing can be applied in a wide range of contexts, but also doing much to promote retention in both domains as pupils make and reinforce the connections between new ideas.

We recognise that computing is, at its heart, a practical and creative subject, with pupils learning best when they’re consciously engaged in digital artefacts to share with others. These can be as simple as digital images or musical compositions through to complex collaborative projects and sophisticated, well-tested programs of their own. Throughout the scheme, pupils develop skills in working with others, including contributing to and leading shared group work. They become adept at giving constructive, critical feedback, and on acting on feedback they receive from their peers.

The curriculum offers many ways to track the impact of computing lessons on pupils’ learning. Each unit includes a comprehensive list of differentiated learning outcomes, making it easy for teachers to check where pupils’ work fits with a set of age-related expectations. Using cloud-based tools such as Office 365 and Google Apps for Education, pupils to build up a portfolio of their creative work, demonstrating how their skills and their thinking have developed over their years at the school.