Computing

Computing Intent

Our Computing curriculum is designed to equip children with the skills and understanding to live in an increasingly technological world. Computing is an integral part of daily life and is embedded across the wider curriculum. Our children progressively develop their skills in the areas of computer science, digital literacy and information technology. They learn to use a variety of applications on a range of devices in our Computing Suite and in class through the use of iPads, Chromebooks, laptops and other devices as well as other physical resources such as Beebots. Through learning about control systems and robots, pupil awareness of the many operating systems used to manage everyday life is increased. There is an emphasis on the importance of Online Safety for all years, and specific targeted sessions for pupils in KS1 and 2. 

National Curriculum Computing

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. 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 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, creative users of information communication technology.

Key stage 1

Pupils are taught to:

• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2

Pupils are taught to:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Computing Implementation

Computing at Garfield is supported by both Teach Computing and Kapow Computing plans, that ensure a well-structured approach and a systematic progression of skills. Garfield pupils are taught using a range of well-known software including Word, PowerPoint and Excel as well as a range of online resources such as Scratch. This software enables children to be taught effective computing skills for life alongside specific skills in coding and programming. Each child has access to the internet and is taught how to use it appropriately and safely alongside how search engines and websites operate. Internet safety is taught regularly at an age appropriate level and forms the basis of all Computing learning as part of safeguarding children. Computing is cross-curricular, progressing children's learning in all areas of the curriculum. Garfield uses Google Classroom for Home Learning in KS1 and KS2 and Tapestry in the EYFS.

Computing Impact

As a school we want children to become confident and successful Computer Scientists, with understanding of what the subject will bring to their lives and computing links within their local and wider community. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes in their programme of study. Children in the EYFS are assessed within Communication & Language and other curriculum areas  and progress is tracked termly. Age related expectations are reported to parents at the end of Reception. In KS1 and KS2, assessment takes place throughout the year and at the ends of topics. Teachers record progress in Computing against National Curriculum expectations for each year group. Teachers use this information to inform future lessons, ensuring children are supported and challenged appropriately. Assessment data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil voice activities, highlighting strengths and achievements and any recommendations for improvements, knowledge and skills that need to be embedded. Each part of the Computing curriculum is reviewed termly by the subject leader.