Computing


Computing

 

 

 

Intent

With technology playing such a significant role in society, the computing curriculum is designed to develop children with a wide range of fundamental skills, knowledge and understanding that will prepare them for their future lives. At Parklands, each computing unit has a specific focus: computer science (programming and understanding how digital systems work), information and communication technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stage, allowing children to revisit their learning and develop their knowledge and understanding in greater depth. At Parklands, we have a collaborative and cross-curricular approach to computing, allowing children to learn together and apply their knowledge from their current topics using different digital platforms. Through teaching computer science, it allows our children to draw on their knowledge of maths and science to become computational thinkers and solve problems through the use of coding. Through working collaboratively, pupils become increasingly discerning in evaluating online content and their own and others’ work. Ultimately, preparing our pupils for secondary school and to be active participants in a digital world. Online safety is embedded throughout each unit, enabling children to understand how to use technology safely and responsibly. Pupils will leave Parklands Primary School as confident, capable and creative users of digital technology, with a secure understanding of the fundamental principles of computer science and as safe, responsible and discerning digital citizens.

Implementation

We believe that computing plays a crucial part of primary education and is therefore timetabled to be taught weekly to ensure that quality time is dedicated to this subject. Each half term, the timetable is reviewed and modified to suit the topic that is being taught for that period of time. The teachers are then informed whether they will be using the iPads or computing suite throughout their lessons. Additionally, timetables are left in the computing suite for teachers to book out any of the devices when they are available.

At the beginning of each half term, online safety assemblies are also held for KS1 and KS2 to review rules on how to be safe, responsible and respectful online.

Teachers follow a Primary Scheme of Work called Switched On Computing from Rising Stars. Switched On Computing is structured around six units of work per year group, each of which has six sessions, or a half term’s worth of work. There are many ways to link these units to other subjects pupils are studying and suggestions for this are included within the planning. There are also suggested homework activities to provide a bridge from one session to the next. These should never be seen as essential to completing the unit, but as a way to help engage pupils’ parents/carers with the curriculum content and their child’s learning.

Impact

Computing at Parklands includes a variety of approaches to evaluate the impact of computing lessons and guidance on assessment. The digital artefacts pupils make provide excellent evidence of their developing skills. In most units, there is an opportunity for pupils to share their work with their peers, and to get feedback on what went well, or what might have been even better. Pupils are encouraged pupils to be constructively critical in their feedback and use these sessions as an opportunity to assess the product of theirs and pupils’ learning using the unit learning outcomes as a guide.

When the children leave Parklands, they will be more aware on:

  • Demonstrating and applying the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
  • Identifying a range of ways to report concerns about content and contact in and out of school.
  • Using technology respectfully and responsibly.
  • Understanding the need to only select age appropriate content.
  • Using a variety of software to design and create content for a given audience.
  • Solving problems by decomposing them into smaller parts.
  • Using logical reasoning to explain how increasingly complex algorithms work and to detect and correct errors in algorithms and programs efficiently.

Designing and create a range of programs systems and content for a given audience.