Our Computing Curriculum: Let your light shine

Statement of Intent

At our school, we recognise that Computing is an essential part of the curriculum; a subject that not only stands alone but is woven as an integral part of all learning.  Computing, in general, is an increasingly significant part of daily life, and children should be at the forefront of new technology with a thirst for learning what is out there in order to thrive in a digitally-advanced society.  Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects. 

At the core of our computing curriculum is computer science, in which pupils are taught the principles of information and computing, how digital systems work, and how to put this knowledge to use. Building on this knowledge and understanding, we intend for our children to become digitally literate – able to use technology, express themselves and develop their ideas. 

In addition to this, with the ever-increasing social media platforms used by children, we will prioritise coaching our children (and parents) to remain safe and respectful online. Through a thorough and robust Computing curriculum, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will enable them to participate actively, effectively and safely in the rapidly changing digital world. 

Statement of Implementation 

Our Computing curriculum follows five core areas: 

1. Digital Literacy
2. Multimedia
3. Data Handling
4. Programming
5. E-Safety. 

Computing skills are taught both discretely and cross-curricular, supporting other areas of learning across the school, and will include out-of-school experiences as available (such as a visit to the Warning Zone E-Safety Zone in Leicester).  

Computing will be taught following a long-term rolling programme, building on prior knowledge. Our units will be taught on an alternating half-termly basis, with online (and physical) safety incorporated where appropriate. Online Safety will be discretely taught in a focused whole-school afternoon each term. 

In Reception and Key Stage 1, children will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content, as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private, and identify where to go for help and support when they have concerns. 

In Key Stage 2, the children will develop their understanding of algorithms by designing, writing and debugging programs that accomplish specific goals.  They will use sequence, selection, and repetition in programs, using logical reasoning to explain how some simple algorithms work and correcting errors in algorithms and programs. Children will also be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. 

Children will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact.  

Statement of Impact 

After the implementation of the Computing curriculum, our children will be digitally literate and able to join the rest of the world on its digital platform.  They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online. 

As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.