The Woodfield Computing Curriculum

Intent

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 the subject lead.  This plan is supplemented with resources and activities from the Barefoot Computing BT planning forum. 

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 and progression documents to guide their teaching, teachers have access to an ‘I can’ grid that breaks up the end of key stage expectations into smaller chunks in order to assess where children are working within the computing curriculum. Knowledge organisers have also been developed and detail what knowledge the children should bring with then to the unit of work, what the children will learn in a unit of work and what they will go onto learn next. As well as detailing key vocabulary, knowledge and skills.

Throughout all of the computing curriculum, children are expected to use the ‘Learning Powers’. For example, they need to be resilient in their use of technology by learning from their mistakes and being excited to try new things. Being able to be curious is especially important in computing, children are encouraged to ponder ‘what if …?’ and look for patterns and connections. The ‘Learning Powers’ are an immensely powerful learning tool for all children, in all areas of the curriculum, and their use encourages the children to develop their metacognition skills.

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. Differentiation 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

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

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.