Navigation
Home Page

Computing

Statement of intent

 

We believe that Computing is an essential part of the curriculum and is an integral element of all learning. Our computing curriculum supports all children to develop a wide range of skills and understanding that they will need in the future as part of the digital age in which they live. Our intention is to provide them with a learning environment which contributes to the development of these skills and to give them access to suitable, up-to-date equipment and emerging technologies. 

 

All children are taught to use technology safely and respectfully with a strong emphasis on the positive aspects of technology but, at the same time, how to avoid and safeguard against potential hazards.

 

Our children in early years have access to technology that enables them to explore the world around them and understand how technology plays an important role in modern life. 

 

In early years, KS1 and KS2 children use iPads in the classroom and have weekly taught lessons in the Computing Room. They have access to the classroom visualiser as a means of sharing their work via an interactive Smart panel in every classroom.  This range of approaches enables all pupils to explore their intuitive Computing and ICT abilities and teaches them the problem solving skills that can be transferred to all areas of learning.

 

Both in KS1 and in KS2 children are taught the skills to understand, implement and correct algorithms as well as how to create and debug simple programs.  In KS2 pupils learn html, the ‘code’ behind web pages.  In both key stages, pupils have access to the range of Office software which, again, provides transferrable skills across other curriculum areas. They use a range of online software to produce digital music.  Pupils explore semaphore, Morse and other codes in Cryptography.  On enrichment days, Stop-motion animation is provided as an option, where children produce their own mini-movies using specialist software, computers, a webcam and a range of mediums – plasticine (as used in a number of well-known stop-motion films), drawing, Lego and other materials. In Year 6 pupils work with the invention kit, Makey Makey. This equipment interacts with computers and allows pupils to create things such as a banana piano and pencil-drawn game controller.  A cross-curricular approach is used wherever possible, for example in ‘We are Artists’, pupils explore the work of Maurits Escher whose work fuses Maths and Art. This forms part of the cultural capital pupils have access to across other curriculum areas.

 

Education is concerned with the development of the whole person and it is a collaborative responsibility of home and school.  Our intention is that the Computing and ICT skills we teach all our children will instil within them a fervour to explore beyond the classroom and empower them to utilise these tools to help them in their life journey.

 

Our Computing Curriculum is based on the National Curriculum computing aims which are 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 and creative users of information and communication technology.
Picture 1 A programmable toy called BeeBot.
Picture 2 BeeBot on the story mat.
Picture 3 BeeBot controls.
Picture 4 Pixie on the Pixie Mat.
Picture 5 ProBot the programmable toy car.
Picture 6 Roamer and BeeBot.
Picture 7 Computing Room
Picture 8 Computing Room
Picture 9 Makey Makey
Picture 10 Smart Panel
Picture 11 Showing work through the visualiser
Picture 12 iPads
Picture 13 Laptop
Picture 14 iPad
Picture 15 Staff Surface Pro
Picture 16 Pixie controls.
Picture 17 Computing Room display.
Picture 18 Programming software Scratch and Kodu.
Picture 19 HTML
Picture 20 How we program.
Picture 21 We are photographers.
Picture 22 Step-by-step instructions (algorithm).
Picture 23 Tips for taking good photos.
Picture 24 What is an algorithm?
Picture 25 What is a program?
Picture 26 What does debug mean?
Picture 27 What is a variable?

 

Key Stage 1 including Early Years (Years R, 1, 2)

Children will be learning about algorithms  This will involve working with programmable toys (floor robots) and with computer programs. Algorithm may sound like a very grown-up word but it is simply the name for a set of instructions.  They will learn how to identify and fix mistakes (bugs and debugging) in simple programs that they have created themselves; this helps to develop logical reasoning skills. Pupils will continue to use 'traditional' programs such as spreadsheets, desktop publishing, word-processing and multi-media applications to “create, organise, store, manipulate and retrieve digital content”.

 

Key Stage 2 (Years 3): Older pupils will be creating and debugging more complex programs and learning about such concepts as variables and “sequence, selection, and repetition in programs”. They will continue to develop their logical reasoning skills and learning to use websites and other internet services, including finding out about the difference between the Internet and the World Wide Web! They will learn how devices can be used for collecting, analysing and presenting back data and information.  In addition, as in Key Stage 1, pupils will continue to use 'traditional' programs' as in Key Stage 1.


Top