Computing Curriculum Statement

The Y1-Y6 curriculum is largely based on the Teach Computing scheme, which uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject.n Oxford Computing Challenge.  The Teach Computing Scheme covers aspects of online safety or digital citizenship and these are covered in more detail in the PSHE curriculum. 

Intent

At St Mary's we want children to enjoy using technology and to be able to use it to create, manage, organise and collaborate. We aim for students to be digitally competent, have a range of transferable skills and be responsible online citizens.

Children experience a spiral curriculum where computing themes such as computing systems and networks, creating media, programming, data and information are revised regularly so that children can consolidate and build on prior learning.  By the end of Y6, we want children to be well-prepared for the computing curriculum they will experience at KS3 and to be responsible online citizens. 

Implementation  

The National Curriculum purpose of study states that: ‘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 Teach Computing curriculum is structured in units which cover ten strands:

  ■ Algorithms — Be able to comprehend, design, create, and evaluate algorithms  

■ Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

 ■ Computer systems — Understand what a computer is, and how its constituent parts function together as a whole  

■ Creating media — Select and create a range of media including text, images, sounds, and video

 ■ Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

 ■ Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts  

■ Effective use of tools — Use software tools to support computing work

 ■ Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems  

■ Programming — Create software to allow computers to solve problems  

■ Safety and security — Understand risks when using technology, and how to protect individuals and systems 

Scheme of Work

Selection Most of our computing teaching is based on the Teach Computing scheme of work. It was selected after a review of other existing schemes of work. The scheme uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject.

Resources are updated regularly by subject experts, using the latest pedagogical research and teacher feedback CPD and Training. The scheme uses a full range of resources which are suitable for all pupils irrespective of their skills, background, and additional needs. It also prepares children with the transferable skills they will need at secondary school. 

Assessment Strategy

Every lesson includes formative assessment opportunities for teachers to use. These opportunities are listed in the lesson plans and are included to ensure that misconceptions are recognised and addressed if they occur. They vary from teacher observation or questioning, to marked activities.

Every unit includes an optional summative assessment framework in the form of either a multiple choice quiz (MCQ) or a rubric. All units are designed to cover both skills and concepts from across the computing national curriculum. Units that focus more on conceptual development include an MCQ. Units that focus more on skills development end with a project and include a rubric. Previous knowledge is also assessed through sticky knowledge quizzes and teacher observations.  

Inclusive Curriculum

At St Mary's School, we believe that every child can make progress and achieve. We ensure that our curriculum and the teaching and learning opportunities provided meet the needs of all of our pupils.

We respond to pupils’ diverse learning needs, and seek to identify potential barriers to learning quickly. We support parents through EHCP needs assessments and work closely with specialist teachers to ensure our curriculum is accessible.

Targeted support through our Assess Plan Do Review cycle and resources are then used to ensure all pupils are engaged and confident learners.

Pupils with SEND are monitored regularly and communication between pupils, parents, staff and external specialists underpins their success.