INTENT – to what do we aspire for our children?
A high-quality computing education equips children 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 children 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, children are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that children 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.
Source: National Curriculum (updated Jan 21)
What drives our computing curriculum at St Werburgh’s Primary School?
Working in the digital world at St Werburgh’s Primary School involves understanding and using computers to think creatively to solve problems, including being confident with how to write code and using different programmes. All children are aware of online risks and learn how to navigate the online world safely. This will include using the internet as a tool to support the wider curriculum. Children will be able to use their skills to create digital projects.
Together towards excellence
At St Werburgh’s Primary School:
– we value our computing learning and ensure there is a secure understanding of digital processes;
– the curriculum is sequential and demonstrates progression in knowledge, skills and vocabulary;
– children learn from myriad experiences in order to explore and understand the online world and the world around them;
– children are confident in sharing and presenting their own work and ideas.
At St Werburgh’s Primary School:
– our computing curriculum is broad, inclusive and celebrates learning;
– our diverse curriculum helps develop children’s respect and attitude towards others, both in person and online;
– children understand the relevance of computing in our world today and how it may affect them in the future;
– children work collaboratively in their computing learning;
– children use resources and equipment respectfully and responsibly and are aware that technology is used by all members of the school community.
At St Werburgh’s Primary School:
– children are given the opportunity to explore the world around them through the use of a highly organised and explorative environment, from EYFS onwards;
– children are given opportunities to explore myriad technologies;
– children develop their technological skills by being encouraged to develop their own ideas, make links between ideas and develop skills in the computing world;
At St Werburgh’s Primary School:
– children are committed to developing their online skills;
– children take pride in their computing learning and presentation;
– children develop their passion and enjoyment of learning in computing;
– children are confident to share their learning in computing;
– children act on advice about next steps positively in computing.
Rights Respecting School
“UNICEF works with schools in the UK to create safe and inspiring places to learn, where children are respected, their talents are nurtured and they are able to thrive.” (UNICEF).
At St Werburgh’s, our work toward achieving the Rights Respecting Silver Schools Award embeds these values in our teaching and our learning. We use the UN Convention on the Rights of the Child (UNCRC) throughout our curriculum and School Vision. In computing we uphold children’s right to:
– ‘protection and preservation of identity’ (article 8) in regards to online environments;
– ‘express their thoughts and opinions’ using technology, and ‘access all kinds of information, as long as it is within the law’ (article 13);
– ‘meet with other children’ and ‘join groups and organisations’ (article 15) online, safely;
– ‘privacy’ (article 16) online, and ‘protection from violence, abuse’ (article 19, 34, 35, 36) in online environments via our Online Safety Policy (link);
– a ‘reliable information a variety of sources’ (article 17);
– ‘an education’ (article 28) that ‘develop(s) every child’s personality, talents and abilities to the full’ (article 29) in regards to computing and technology;
– ‘take part in a wide range of cultural and artistic activities’ (article 31) using computing and technology.
Aims of the Computing Curriculum
Our aims, in line with the national curriculum, ensure that all children:
– 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; and
– are competent, confident and creative users of information and communication technology;
– are responsible users of technology and recognise the risks associated with an online presence;
– are critical consumers of online information.
Kapow computing scheme of work has been deliberately chosen as our scheme of work for the following reasons:
● Authored by primary computing specialists using free readily-available software
● In-built CPD for teachers: learn as you plan
● A full scheme of work, easily adaptable to individual teaching needs
● Clear progression of skills and learning throughout EYFS, KS1 & KS2
● Relevant cross-curricular opportunities
● Content mapped to Education for a Connected World framework
There are three core strands that run throughout the Kapow Computing Scheme of work:
– Computer science
– Information technology
– Digital literacy
Language, Vocabulary, and Oracy
– Oracy skills are taught and used throughout the curriculum at St Werburgh’s Primary School
– Subject specific vocabulary is used explicitly in computing lessons and in the wider curriculum where appropriate
– Children are given opportunities and explicitly taught how to explain, discuss, debate and share ideas in computing lessons
– Children are able to use metacognitive language and discuss their learning in computing
– Children can explain links between what they are learning and what they have learned previously
– Children can articulate the importance of their learning in computing
Long term sequence
The Kapow Primary scheme is organised into 5 key areas, creating a cyclical route through which children can develop their computing knowledge and skills, by revisiting and building on previous learning:
– Computer Systems and networks
– Creating media
– Data handling
– Online safety
Please see below for further information.
Progression of Skills
The Progression of Skills document shows how understanding and application of key concepts and skills builds year on year. An example for the unit on Programming is shown below:
IMPLEMENTATION – how will we deliver the curriculum?
Linking curriculum and pedagogy
The Kapow modules enable children to study in depth key computational understanding, digital skills and vocabulary. Each module aims to activate and build upon prior learning, including EYFS, to ensure better cognition and retention. Each module is carefully sequenced to enable children to purposefully layer learning from previous sessions to facilitate the acquisition and retention of key knowledge. Individual modules and lessons build on knowledge that has previously been taught. Outcomes are revisited either later in the year or in the following year as part of a spaced retrieval practice method to ensure children retain key knowledge and information.
Year 1 – Year 6
It is suggested to class teachers that computing be taught in a modular approach, with 3 module sessions each week on a 3-week rotation (see below), meaning there is more frequent teaching of computing over the course of a year. This takes into account some key research and evidence including:
– Forgetting curve – we want to make sure we ease the forgetting curve by coming back to those key learning points after a shorter period of time
– Retrieval and spaced retrieval practice – powerful toolkit to strengthen learning and memory
Accompanying each module is a Knowledge Organiser which contains key vocabulary, information and concepts which all children are expected to understand and retain. Knowledge organisers help children acquire the content of each module and are continually referenced through planning and in the classroom. Knowledge Organisers from each unit should be displayed in the classroom when teaching each unit. Examples from Year 1 and 5 are shown below.
Each lesson follows the model above.
– CONNECT to prior knowledge
– EXPLAIN new content
– give an EXAMPLE of new learning
– Children ATTEMPT new learning with scaffolding
– APPLY new learning independently
– Children are CHALLENGED to integrate learning with prior knowledge
In every computing lesson you would expect to see;
– Vocabulary explicitly taught and used by the children
– Knowledge organisers on display to scaffold the learning
– Success criteria made clear at start of each lesson
– Respectful use of materials and technology
We aim to enrich the curriculum with:
● Annual online safety day
● Anti-bullying week, which includes an online safety focus
● Use of ICT across the wider curriculum
IMPACT – how do we know our curriculum is effective?
Evidence of learning:
– Digital products and artefacts produced by children
– Computing skills are used elsewhere in the curriculum
– Children can make links between their learning in computing and other areas of the curriculum
– Children can use their oracy skills to discuss and explain their learning in computing
– use computing vocabulary
– talk about computing skills
– talk about the ‘why’ behind the work i.e. why online is vital to their safety
– explain how current learning builds on previous knowledge
– explain how they have made progress regardless of starting point
High quality outcomes:
– demonstrates pride and effort
– captures increasing understanding of computing concepts and knowledge
– demonstrates a clear sequence of learning
– vocabulary used correctly where appropriate