The Woodfield Computing Curriculum

Intent

Initially, it is worth quoting the purpose of computing in the National Curriculum Programme of Study: ‘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 contexts.  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.

At Woodfield, we believe that computing is an exciting, exploratory and valuable subject. Computing encourages children to make positive use of technology, using it to help support their learning, demonstrate their learning, and develop new skills. Our computing curriculum draws on other areas of the curriculum in order to give children excellent opportunities to apply their learning, such as producing a word document demonstrating their knowledge of toys through history.

We endeavour to ensure that the computing curriculum we provide inspires children to be excited about computing, curious about technology and enthusiastic problem solvers who use their ideas and resources in a creative and modern way.

Implementation

The computing curriculum at Woodfield has been planned to ensure that all children are given the opportunity to develop the skills needed to support their learning as they grow and develop through the key stages. The teaching of computing encourages children to explore and tinker with technology, use technology for a purpose and modify software to achieve a goal. As a result of all of this, children are prepared for future stages of learning where they will again meet, and build upon, each of these areas.

At Woodfield we use a progressive plan mapped out by iCompute scheme of work.  This plan is supplemented with subject leader subject knowledge through CPD, membership of Computing At School and working towards the Computing Quality Framework.

E-safety takes a high priority at Woodfield and children are taught how to stay safe online termly, with a half term dedicated to e-safety.  We also celebrate Safer Internet Day annually. 

We use Just2Easy to develop children’s computer skills in coding, word processing and data handling, as well as developing skills in other areas of the curriculum via their spelling and number games.  This learning platform encourages children to be responsible user of technology through logging in with their own personal QR code, changing passwords and keeping them private and ensuring they log out of applications.

Classrooms have access to programmable robots (Beebots) for coding lessons, however unplugged lessons are also used to help develop children’s knowledge of algorithms and debugging.  We also have a programmable toy resource box for all classes to share to give children the opportunity to play with programmable toys.  Ozobot’s have also been purchased to use alongside the other programmable toys and robots.

As well as long term plans, a scheme of work and progression documents to guide their teaching, teachers have access to knowledge organisers for each unit of work.

Special Educational Needs and computing

Effective quality first teaching is the key to enabling all children to participate and develop their computing knowledge and skills. Adaptation within lessons is a vital component to ensure that a balance of support and challenge is achieved by all learners.

Challenge and support specific to computing may include:

• Providing practical support for activities
• Pre-teaching of more advance vocabulary
• Providing picture clues or sentence stems
• Using classroom adults to support the children who need it

Pupils not secure within a lesson sequence are identified and adjustments made to the level of support given.  Similarly, added challenge is given to those pupils requiring it. This may be through questioning or the use of higher level thinking challenges.

Impact

The planning ensures that the Government recommendations for coverage are being taught across the school and that progression is demonstrated. It also ensures that children leave Woodfield as competent and confident users of technology. When they leave Woodfield, children have developed the fundamental skills needed to continue their academic journey into KS2.  

The curriculum generates an excitement around computing and allows children to see how computing can be used in everyday life.  The e-safety teaching ensures children are safe users of technology and are aware of how to get help.  This is a key fundamental skill in this current world. 

Pupil voice questionnaires are also carried out by the subject lead to monitor the teaching and learning taking place. 

Pupil Voice responses:

How do you stay safe online?

What is an algorithm?

End of Key Stage One Expectations

By the end of Key Stage 1, as users of technology, children will be able 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.