Computing

Purpose and Aims

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. 

At NET, the aim of our Computing curriculum is to ensure that all pupils:

• Explore the concepts of computational thinking–logical reasoning, algorithmic thinking, decomposition, pattern recognition, abstraction, and evaluation–gaining an understanding that these problem-solving skills can be using in computing, across the curriculum, and throughout their lives.
• Understand what algorithms are and how they can be implemented as programs on digital devices.
• Can use computational thinking skills to design, write and debug programs that accomplish specific goals.
• Can use technology safely, respectfully and responsibly.
• Develop the ability to become digital creators not just digital consumers. Being able to select, use and combine a variety of software to design and create a range of programs, systems and content that accomplish given goals

Based on the National Curriculum, the intent for both key stages 1 and 2 are as follows:

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

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; [use]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

Organisation of the curriculum

At NET Academies, pupils as computer scientists will have the opportunity to develop skills in the following areas:

• - Computer Science
• - Information Technology
• - Digital Literacy

There are also four strands in computing that continue throughout the whole curriculum.

Each year group completes 6 computing units over the course of the year. This equates to one each half term and ensures coverage of the national curriculum.

These lessons are taught discretely but where links can be made to topics being taught they should be made.

Computing may not be part of the EYFS Statutory Framework, but there is much that goes on in the EYFS that provides a foundation for computational thinking – the golden thread that runs through Computing in the National curriculum.

In the Statutory Framework for EYFS, the early learning goal from the ‘technology’ strand in the ‘understanding the world’ area of learning, requires that, ‘children recognise that a range of technology is used in places such as homes and schools’. This is about helping children to understand their place in a world that seems increasingly dominated by technology. We need to help them make sense of this world, as well as planting the seeds for their understanding of the implications of technology in their lives and society. This is the start of ‘digital literacy’ and it extends into Key Stage 1, where children are taught to ‘recognise common uses of information technology beyond school’. Early Years practitioners provide a rich environment in which children can build up an understanding of the world through play. They help children to be curious about technology in real world contexts. Through role-play and natural discussions like these the children make sense of their world.

Planning and Assessment

Planning is progressive across the year groups and to support long term memory skill strands of computing are consistent and revisited throughout each key stage and each unit has learning questions.

These learning questions follows the computing specific sequence:

Carefully chosen units of work have a clear rationale for their positioning within the curriculum programme of study. This is set out in our ‘why here, why now documentation’. Vocabulary, skills and knowledge are explicitly planned for in each unit overview.

Pupils are supported in knowing, remembering, understanding and applying this through knowledge organisers, our teaching and learning policy/cycle and sequenced learning questions.

Ongoing skill assessment will be used within the unit as well as the final outcome to show learning. This is done by the class teacher.

Enrichment

All pupils from EYFS to KS2 have access to devices ranging from iPads to chrome books.

STEM learning

Clubs

Knowledge Organisers