Computing

Computing

“The computer was born to solve problems that did not exist before.” — Bill Gates, Microsoft founder and former CEO

Intent:

We aim to instil a sense of enjoyment around using technology and to develop pupil’s appreciation of its capabilities and the opportunities technology offers to create, manage, organise and collaborate. 'Tinkering’ with software and programs forms a part of the ethos of the scheme as we want to develop pupils’ confidence when encountering new technology, which is a vital skill in the ever-evolving and changing landscape of technology. Through our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace but also to be responsible online citizens.

This Computing scheme of work enables pupils to meet the end of Key Stage attainment targets outlined in the National Curriculum and the aims align with those in the National Curriculum.

Teaching computing provides our children with a framework of Knowledge: 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.

Teaching analytical and problem-solving skills in computational terms: pupils are equipped to use information technology to create programs and systems, in a range of contexts, to develop their ideas and make things happen.

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.

Computational thinking: It allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence. It is a skill that empowers and one that all pupils should be aware of and develop competence in. Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today’s world and the future.

Implementation- What do we teach?

KAPOW COMPUTING

The Kapow scheme of work is designed with 3 strands which run throughout:

• Computer Science
• Information Technology
• Digital Literacy

Within these strands the scheme will be organised into 4 key areas, creating a cyclical route through which pupils can develop their computing knowledge and skills by revisiting and building on previous knowledge

• Computer Systems and networks
• Programming
• Creating Media
• Data Handling

We ensure we have a broad and balanced coverage of the National Curriculum requirements and that the units provide the pupils with the opportunity to learn and apply transferable skills. Meaningful units have been created to link to other subjects such as Science, Art, Music and D&T to enable the development of further transferable skills and genuine cross-curricular learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as unplugged and digital activities. The variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for lessons to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required.

Computing is taught in a variety of ways depending on the age of the children, their year group and class.

Online safety is taught half-termly using the scheme Project Evolve. Some of the main learning points that we teach and embed in school about online safety include:

• Teaching young people how to effectively evaluate what they see online
• Studying the in-depth techniques that are often used for online persuasion, so that young people can recognise when these persuasive techniques are being applied to them (and how to avoid them).
• Understanding the difference between acceptable and unacceptable online behaviours and how to evaluate them.
• Offering hints and tips for how to recognise online risks.

Be clear in letting young people how and when they can seek support if they need it, and to who they should report any concerning behaviour.

Progression of Skills and Knowledge in Computing and Online Safety

Where to go for help 

If your child is affected by something they’ve seen or experience online there are lots of places to go for more help and advice or to report. Here are some recommended organisations to contact:

Impact- Our expectations

As a result of content taught, Computer Scientists at Downsview are learning the following:

After the implementation of Computing, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be active participants in the ever-increasing digital world.

The expected impact of following the Nation Curriculum is that children will:

• Be critical thinkers and able to understand how to make informed and appropriate digital choices in the future
• Understand the importance that computing will have going forward in both their educational and working life and in their social and personal futures
• Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner
• Understand that technology helps to showcase their ideas and creativity. They will know that different types of software and hardware can help them achieve a broad variety of artistic and practical aims
• Show clear progression of technical skills and across all areas of the National Curriculum- computer science, information technology and digital literacy
• Be able to use technology both individually and as part of a collaborative team
• Be aware of online safety issues and protocols and be able to deal with any problems in a responsible and appropriate manner
• Have an awareness of developments in technology and have an idea of how current technologies work and relate to one another
• Meet the end of Key Stage expectations outlined in the National Curriculum for Computing