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Computing

Curriculum Statement - Computing at Stamshaw Junior School

Intent

At Stamshaw Junior School, we view Computing as a fundamental subject to help shape and prepare children with the skills and knowledge needed for our continuously growing and changing digital world. We aim to prepare our child to use the Internet with confidence but also in a safe and respectful way. They will understand the necessary precautions to take to stay safe and know where to seek help. Children will also utilise computing efficiently to enhance their learning of all subjects. To be good computer scientists, children will have the opportunity to write and debug code successfully and with confidence across different systems and devices. We will facilitate the children at Stamshaw Junior School to become digitally literate — able to use a range of media, express themselves and develop ideas through information technology — preparing them to become active, responsible citizens in an ever-growing 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  

Implementation

We teach Computing skills in two ways, explicitly and by embedding it in other subjects. Teaching it explicitly allows the children to focus purely on the Computing skill they are learning. They have the opportunity to fully understand the skill, its purpose and impact on using it. Then we provide much opportunity for the children to apply the skill into a context, often within another subject. Here they can evaluate the skill’s effectiveness for a specific purpose. Some examples of this are making an EBook for a story the children have written or using a green screen program to present a science experiment.   

Our school takes part in National Internet Safety day every year when the children take extra time learning about how to be safe online. It covers how to keep personal information safe, conduct and our overall responsibility when online. Each year there is a different theme and focus to follow.

We also find ways to occasionally teach away from using actual technology in paper tasks. This helps to demonstrate in unconventional ways, such as creating a sequence of instructions to show how to carry out an action. The children would learn to create an algorithm whilst understanding how to debug their sequence.

Impact

Formative assessments take place throughout the year and teachers evaluate the progress and attainment against the National Curriculum expectations of attainment. Teachers use this assessment technique to inform future lessons; ensuring children are supported and challenged appropriately.

Further information is gathered through pupil questionnaires; highlighting strengths, achievement, and any improvements, knowledge and skills that still need to be embedded.

The children produce one piece of work for each Computing unit and at least 2 are evidenced within their topic books. These pieces are marked and skills built upon in future lessons.

The Computing subject lead monitors the impact and effectiveness the subject through looking at the outcomes in the book and getting feedback from staff and pupils. This ensures all learners in our school receive a high-quality curriculum that meets the aims of this statement.                     

Computing Ready to Progress Statement

Ready to Progress

By the end of Lower Key Stage 2 children should be able to:
Computers and Using Computers
  • Recognise familiar forms of input and output devices and how they are used
  • Make efficient use of familiar forms of input and output devices
  • With support, select and use a variety of software to accomplish goals
E-Safety
  • Recognise familiar forms of input and output devices and how they are used
  • Make efficient use of familiar forms of input and output devices
  • With support, select and use a variety of software to accomplish goals
Coding
  • Design, write and debug programs that control or simulate virtual events
  • Use logical reasoning to explain how some simple algorithms work
Networks
  • Understand that computer networks enabling the sharing of data and information
  • Understand that the Internet is a large network of computers and information can be shared between computers
Net Searching
  • Use simple search technologies
  • Use simple search technologies and recognise that some sources are more reliable than others
By the end of Upper Key Stage 2 children should be able to:
Computers and Using Computers
  • Independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information.
  • Design and create a range of programs, systems and content for a given audience.
  • Independently select, use and combine a variety of software to collect, analyse, evaluate and present data and information.
E-Safety
  • Use technology respectfully and responsibility.
  • Identify a range of ways to report concerns about content and contact in and out of school.
Coding
  • Include use of sequences, section and repetition with the hardware used to explore real world systems.
  • Solve problems by decomposing them into smaller parts.
  • Use variables, sequence, selection and repetition programs.
  • Use logical reasoning to explain how increasingly complex algorithms work and to detect and correct errors in algorithms and programs efficiently.
Networks
  • Understand how computer networks enable computers to communicate and collaborate.
  • Begin to use Internet searches within his/her own creations to share and transfer data to a third party.
Net Searching
  • Use filters in search technologies effectively and be thorough and perceptive when evaluating digital content

 Curriculum Overviews

Lower Key Stage Computing Overviews

Upper Key Stage Computing Overviews