Computing

The curriculum for computing is based on the ‘Teach Computing’ materials produced by the ‘National Centre for Computing Education’ (NCCE)

NCCE state that the aims of the Teach Computing Curriculum are as follows:

 ■ Reduce teacher workload

■ Show the breadth and depth of the computing curriculum, particularly beyond programming!

■ Demonstrate how computing can be taught well, based on research

■ Highlight areas for subject knowledge and pedagogy enhancement through training

NCCE states that:

The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.

The order in which the units are taught in school is included on the school’s Long Term Plan.  Although the approach is sequential and objective led, the curriculum also aims to create links with other subjects so as to provide stimulating and meaningful opportunities for pupils to apply their developing skills and knowledge.

Knowledge Organisation

Knowledge organisation The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. This has been developed through a thorough review of the KS1–4 computing programme of study, and the GCSE and A level computer science specifications across all awarding bodies.

All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:

E-Safety

The school recognises the importance of education the children about ‘e-safety’.  This is taught both discretely and within units through the following means:

• Establishing the ground rules at the beginning of each academic year
• As part of the ‘Jigsaw’ curriculum within ‘Learning for Life’ sessions
• Through annual participation in Online Safety week activities
• Within Teach Computing units as appropriate to the aspect of computing being studies
• Through posters, prompts and visual resources displayed in the learning environments.

 For more details about E-safety see our e-safety page

Intent

At Kirton Lane, we recognise the ever-growing development of technology in society and appreciate the importance of preparing children for the digital world we now live in. Our computing curriculum aims to provide children with the skills and knowledge they need to be able to overcome challenges they will face in the future in the online world. Through the use of Teach Computing as a basis for planning and teaching in Computing, children are exposed to a variety of different programmes and computer systems. Through teaching these computing units, we are also able discuss and reinforce the importance of safety whilst online, which will ultimately prepare children for challenges they will come across in the future. Additionally, the intent is to provide the foundation skills needed to pursue an equitable life and employability in this sector.

Curriculum design | Key Stage 1 & 2

■ Algorithms — Be able to comprehend, design, create, and evaluate algorithms

■ Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

■ Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

■ Creating media — Select and create a range of media including text, images, sounds, and video

 ■ Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

■ Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts

■ Effective use of tools — Use software tools to support computing work

■ Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems

■ Programming — Create software to allow computers to solve problem

 ■ Safety and security — Understand risks when using technology, and how to protect individuals and systems The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing. Whilst all strands are present at all phases, they are not always taught explicitly

Implementation

The Teach Computing Lessons include opportunities for support and challenge.

These materials are reproduced using the school’s ‘chilli-challenge’ approach in order to motivate pupils and facilitate their progress.

The curriculum includes a balance of ‘plugged’ and ‘unplugged’ activities.  Where appropriate, this will be evident in pupils’ books.   Pupils are also taught to save their work, and subsequently retrieve it, on electronic devices when this is more suitable for the purpose. 

The curriculum is objective based.  Wherever relevant, the activities are related to wider topic work.  However, some units are taught on a ‘standalone’ basis due to the nature of their content.

Assessment

The assessment statements from Teach Computing are included on the EAZmag system. 

These are completed at the end of each unit as a means of tracking progress over time.

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Knowledge, skills & understanding explored in Computing are learnt through the 'Develop' stage and applied where relevant in the 'Innovate & Express' stage.