Computing 

Intent

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At the Limestone Peak Federation, our Computing curriculum provides children with a high quality computing education that will equip them with computational thinking skills, provide opportunities to apply computing skills in various digital contexts and enable them to become active participants in the digital world.  We recognise that technology is a part of children’s everyday lives and it is important in the ever-changing world of technology for children to engage in positive experiences as they use technology to express themselves,  both as  tools for learning and as a means to drive their generation forward into the future .

 

Through high quality teaching, we develop the following essential characteristics of technology users:

• To use technology purposefully to create, organise, store, manipulate and retrieve digital content.

• To engage in computational thinking in order to solve computer science problems involving algorithms and networks.

• To engage in positive online experiences as technology is used for children to express themselves, both as a tool for learning and as a means to drive their generation forward into the future.

• For children to understand the advantages and disadvantages associated with online experiences and are aware of measures that can be taken to keep themselves and others safe.

• A genuine interest in the subject and the ability to be able to apply the skills learnt to the ever evolving technology world we live in.

 

Implementation 

Computing is taught on a termly basis using the Teach Computing Scheme, and Barefoot Computing is used in the Early Years Foundation Stage to provide the foundational experiences of computational thinking. Each class will encounter approximately 4/5 lessons each half term in KS1 and 5/6 lessons each half term in KS2. 

 

We also aim to ensure that computing experiences are integrated into other areas of the curriculum and the basic skills are taught throughout the year through cross curricular work. On each class page you can see how Computing is integrated into our thematic projects.

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​The Teach Computing Curriculum (ncce.io/tcc) is a comprehensive collection of materials that covers entire English computing curriculum from key stage 1 to 4 (5- to 16-year-olds). The Teach Computing Curriculum was created by the Raspberry Pi Foundation on behalf of the National Centre for Computing Education (NCCE). This scheme was chosen for our schools because content is editable  ensuring that the resources can be tailored to each individual teacher and school setting. This scheme was chosen for our schools because the materials are suitable for all pupils irrespective of their skills, background, and additional needs.

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The curriculum is led and overseen by the computing curriculum leader, who will regularly monitor, evaluate and review Computing teaching and learning, celebrating and sharing good practice. As with all subjects, the leader facilitates an in-depth subject inquiry with pupils, parents and staff. The outcome report can be found at the bottom of this page.  Formative assessments will be integrated into every day science teaching to ensure teachers have an in depth knowledge of the children’s learning and inform their next steps. Low stakes testing of computing will also inform termly assessments and allow for long term memory development and secure understanding of skills. Retrieval practice on a weekly basis also enables computing concepts and vocabulary to be frequently revisited . 

 

We ensure that our Computing curriculum excites the children to develop their computing skills and for them to further understand how this relates and strengthens their learning across the curriculum. Children have opportunities to see first-hand how the computing skills and knowledge they are learning can be used responsibly and successfully across many subjects.

 

The programmes of study are carefully planned and delivered showing progression, enabling children to develop computing skills and knowledge. Lessons are planned so that children learn the required skills and knowledge but curriculum links to other subject areas enable children to embed the skills that have learnt in a purposeful context. Children have access to a full range of resources to support their learning including laptops, I-pads, Blue-Bots, data-loggers and a large number of apps that are integral for their learning.

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Knowledge organisation

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The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. This has been developed through a thorough review of the KS1–4 computing programme of study, and the GCSE and A level computer science specifications across all awarding bodies. All learning outcomes can be described through a high-level taxonomy of ten strands. These represent the the key learning outcomes for our children by the time they leave us in Y6

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■ 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 The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing. Whilst all strands are present at all phases, they are not always taught explicitly.

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Spiral curriculum

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The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

 

Physical computing

The Teach Computing Curriculum acknowledges that physical computing plays an important role in modern pedagogical approaches in computing, both as a tool to engage pupils and as a strategy to develop pupils’ understanding in more creative ways. Additionally, physical computing supports and engages a diverse range of pupils in tangible and challenging tasks. The physical computing units in the Teach Computing Curriculum are: ■ Year 5 – Selection in physical computing, which uses a Crumble controller ■ Year 6 – Sensing movement, which uses a micro:bit

Online safety

The unit overviews for each unit show the links between the content of the lessons and the national curriculum and Education for a Connected World framework (ncce.io/ efacw). These references have been provided to show where aspects relating to online safety, or digital citizenship, are covered within the Teach Computing Curriculum. Not all of the objectives in the Education for a Connected World framework are covered in the Teach Computing Curriculum, as some are better suited to personal, social, health, and economic (PSHE) education; spiritual, moral, social, and cultural (SMSC) development; and citizenship. However, the coverage required for the computing national curriculum is provided.

 

Online Safety is much wider than computing curriculum content alone. In each school an annual Online-Safety week is planned and delivered across all year groups to supplement discrete units taught throughout the year. 

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Impact 

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Children will develop a love of computing learning.

There will be a clear progression of skills across EYFS, Key Stage 1 and 2 that builds on prior knowledge that can be demonstrated in final unit outcomes and class floor books that show good or better progress in computing from their starting points.  

Children will have a good understanding of key computing vocabulary and concepts across the 10  computing strands ( see above)

Opportunities for children to use current resources and gain an understanding in a meaningful context.

Continued training and support for teachers ensuring they are the experts in the subjects that they teach.

Our children will be confident using a range of technology and be able to clearly discuss their learning from past and current topics, as well as explain their next steps.

Our children will understand how to engage with technology in a safe and creative way, which is embedded as part of the Egerton ethos.

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