Computing

Intent

We aim to provide a high-quality computing curriculum that equips pupils to use computational thinking and creativity to understand and change the world. Our curriculum will make deep links with mathematics, science, and design and technology. Pupils will learn how digital systems work and how to put this knowledge to use through programming. They will build on new knowledge and understanding which has been mapped to ensure clear progression as children journey through each phase. Pupils will be equipped to use information technology to create programs, systems and a range of content. Our curriculum will ensure that pupils become digitally literate . We want our pupils to be able to use, 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.

Implementation

Teaching Approach:

• Learning begins with an engaging hook and links are made to prior learning to capture students' interest and reinforce the ‘sticky knowledge’ that we want all children to know and remember.
• Concepts are mapped to show progression.
• Each lesson starts with a retrieval quiz: questions from the previous year, topic, and lesson.
• Teachers adapt their delivery and planning so that all pupils can access the learning. 

Lesson Structure:

• Introduce the overarching key enquiry question
• Learning focus is shared with the class.
• Revisit of prior learning through a retrieval task as well as a revisit of key knowledge. The children will complete 3 questions from last year, last topic, last lesson.
• Experiences to explore and investigate the enquiry question are shared with pupils.
• On-going formative assessment will take place in lessons and throughout the sequence.

Impact

Pupils will...

• Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• Know how to be responsible, competent, confident and creative users of information and communication technology.

Assessment

The assessment process for children involves several key components. At the beginning of each lesson, students engage in evidence informed retrieval practice tasks to reinforce substantive knowledge. On-going formative assessments also inform next steps and build on foundational and new knowledge. Pupils will also be assessed through on-going observations and how they work like a digital learner e.g. being able to articulate how algorithms have been created and reasons for steps chosen.

Pupil voice is also utilised to assess how well pupils can articulate their learning about what has been taught and the connections they make to prior learning. 

Cultural Capital

Cultural capital is essential, especially given our rural location. Understanding the wider world is a key driver for our curriculum. We make every effort to organise trips, speakers to the school and workshops so that children experience life in all its fullness. Diversity is one of our curriculum drivers, we ensure that our pupils receive a curriculum that understands and celebrates differences.

More detail about how we will achieve our intent is outlined in our Curriculum Statement for Computing below.