Our Computing curriculum …

‘Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution.  Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science.’ (‘Regulation for the Fourth Industrial Revolution’, Department for Business, Energy and Industrial Strategy, June 2019; K Schwab, ‘The Fourth Industrial Revolution: what it means and how to respond’, World Economic Forum, January 2016). 

Computing

At St Mary’s Catholic Primary School, we believe that our children are immersed in an exciting, rich, relevant and challenging computing curriculum which sets up an extensive toolbelt of knowledge and skills to cope and thrive in a quickly developing technological world. 

At St. Mary’s we use the ‘Purple Mash’ scheme of work from Year 1 to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross-curricular links and integrates perfectly with the 2Simple Computing Assessment Tool. Furthermore, it gives excellent supporting material for less confident teachers. This takes a spiral approach covering Year 1 to Year 6. The comprehensive computing scheme meets the standard aligned with the national curriculum (2014). The resources provided enhance teacher skills and CPD with in-depth demos. It enables us to elevate pupil engagement with quality lessons. Whilst receiving full support with all the resources we need.

Our Computing Curriculum:                                                                                    

• Computing is taught every half term.     
• In Early Years the learning environment features ICT scenarios based on experience in the real world, such as in roleplay. Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
• In KS1 the children will cover: algorithms; what they are, how they are implemented as programs on digital devices, write and test simple programs, organise, store manipulate data in a range of digital formats (Spreadsheets), communicate safely and respectfully online, keeping personal information private (e-mail, work sharing) and recognise common uses of information technology beyond school.
• In KS2 the children will cover: designing and writing programs to accomplish specific goals, debugging, use sequence, selection and repetition in programs: working with variables to test programs, algorithms (explaining how they work), computer networks including the internet, internet search engines, Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Excellent resources for non – Computing specialists, with easy to follow lesson plans/videos/SOW, progression of key skills.
• Inclusive resources.
• Consistency across whole school computing – Progressive lessons, key knowledge and vocabulary, linking learning, Q & A and Plenaries
• Assessment tool on Purple mash to help assess pupils throughout a unit of work which will inform teachers final assessment grade.
• Assessment: The Use of Insight Tracking to identify those children who are working at the expected, below and above age-related expectations
• Well planned progressive curriculum map
• Fully inclusive curriculum

SEND

At St. Mary’s we aim to enable all children to achieve to their full potential. This includes children of all abilities, social and cultural backgrounds, those with SEND and EAL speakers. We place particular emphasis on the flexibility technology brings to allowing pupils to access learning opportunities, particularly pupils with SEN and disabilities. With this in mind, we will ensure additional access to technology is provided throughout the school day and in some cases beyond the school day. We understand that at times it may be necessary to provide specialist equipment, adapt room layouts, utilise adult helpers and allow additional time for tasks.

The pillars of Computing

Substantive knowledge in computing is based on the knowledge of three key elements (digital literacy, computer science and information technology). All of these elements will be taught and key vocabulary is taught explicitly and will be deliberately practised and applied through the 3 key elements.

Disciplinary knowledge in computing is the process of enabling children to use their substantive knowledge of the three pillars to make links between and across different areas of the curriculum. Knowledge in computing will equip the children with the opportunity to explain how and why programs work or don’t work and they will have the knowledge and skills to debug broken programs. They can use their knowledge and understanding to suggest how existing programs may be improved with the advances in modern technology. Children will demonstrate that they have the cultural capital to become global citizens, following global themes and fundamental British Values, in an ever changing and technologically advancing world.

A Spiralling Computing Curriculum

Our Computing curriculum is a spiral curriculum. As the curriculum is taught children are exposed to key concepts repeatedly through the school years and throughout the curriculum but with deepening layers of complexity or in different applications as they get older.