Intent
Our computing curriculum at Fellside Primary School intends to develop children’s digital knowledge and skills through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.
Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.
Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discretely, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.
Implementation
Our scheme of work for Computing is adapted from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum.
The curriculum equips children with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy.
The national curriculum for computing aims to ensure all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (computer science);
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (computer science);
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (information technology);
- are responsible, competent, confident and creative users of information and communication technology. (digital literacy)
E-Safety and Digital Citizenship
A key part of implementing our computing curriculum was to ensure that e-safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.
Children build online resilience through the use of the ‘Project Evolve – Education for a Connected World’ framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond.
Within each year group, topics include:
- Self-Image and Identity;
- Online RelationshipsOnline Reputation;
- Online Bullying– Managing Online information;
- Health Well-being and Lifestyle;
- Privacy and Security;
- Copyright and Ownership;
Not all of the objectives in the Education for a Connected World framework are covered in the Teach Computing Curriculum, as some are better suited to personal, social, health, and economic (PSHE) education; spiritual, moral, social, and cultural (SMSC) development; and citizenship. However, the coverage required for the computing national curriculum is provided.
Impact
Asking our learners to consider the ‘why?’ behind their learning and not just the ‘how?’ is a central principle of much curriculum learning at Fellside, but especially so for computing. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is increasingly key not only to an effective education, but also to achievement of a healthy lifestyle. We encourage regular discussions between staff and pupils to best embed and understand this.
The way pupils showcase, share and apply their computing learning demonstrates the impact of our curriculum, however we also look for evidence through reviewing pupil’s knowledge and skills digitally through marking and observing learning regularly. Progression in our computing curriculum is demonstrated through outcomes and, in Key Stage 2, every unit includes an optional summative assessment framework in the form of either a multiple choice quiz (MCQ) or a rubric. All units are designed to cover both skills and concepts from across the computing national curriculum. Units that focus more on conceptual development include an MCQ. Units that focus more on skills development end with a project and include a rubric. Each rubric covers the application of skills that have been directly taught across the unit, and highlights to teachers whether the pupil is approaching (emerging), achieving (expected), or exceeding the expectations for their age group. It allows teachers to assess projects that pupils have created, focussing on the appropriate application of computing skills and concepts.
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