Intent

The computing curriculum is designed to develop innovative thinkers who can use technology to their advantage. We aim to ensure that they understand the advantages and disadvantages of the online world and mature as respectful, responsible and confident users of technology whilst being aware of how to stay safe in the digital world. We want to equip our children to use critical thinking skills and creativity that will enable them to become active participants in the digital world. We want our children to understand how to use the technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.

Implementation

Ready, Reflective, Respectful, Responsible, Resilient

Vision

All learning outcomes can be described through a high-level organization of ten strands, ordered alphabetically as follows:

Algorithms —Be able to comprehend, design, create and evaluate algorithms

Computer networks —Understand how networks can be used to retrieve and share information, and how they come with associated risks

Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

Creating media — Select and create a range of media including text, images, sounds and video

Data and information —Understand how data is stored, organised, and used to represent realworld artefacts and scenarios

Design and development —Understand the activities involved in planning, creating, and evaluating computing artefacts

Effective use of tools —Use software tools to support computing work

Impact of technology —Understand how individuals, systems, and society as a whole interact with computer systems

Programming —Create software to allow computers to solve problems

Safety and security —Understand risks when using technology, and how to protect individuals and systems

In Early Years

Computing in EYFS ensures that pupils enter Year 1 with a strong foundation, builds problem-solving abilities, encourages resilience and supports other areas of learning. By integrating computing into EYFS, pupils also begin to build their digital literacy and their understanding of e-safety. 

• Technology Awareness: Recognize and explore a range of technology, such as computers, cameras, and programmable toys, in homes and schools.
• Computational Thinking: Develop, understand, and debug simple instructions (algorithms) or programs, such as directing a Beebot or using apps.
• Digital Skills: Operate digital devices (using touchscreens, mice, or keyboards) to create, store, and retrieve content like photos or sounds.
• E-Safety & Digital Citizenship: Understand basic rules for staying safe online, such as asking for adult permission and understanding appropriate screen time.
• Problem Solving: Use cause-and-effect software to understand that their actions on a device create a direct, predictable result

These skills are designed to build resilience and logical reasoning, preparing children for the Key Stage 1 National Curriculum. 

In Key Stage 1

In Key Stage 1 children are taught:

• 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.

In Key Stage 2

In Key Stage 2 children are taught:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

In Lower Key Stage 2

In Upper Key Stage 2

Supporting pupils with additional needs/strong>

The curriculum at Skelton is accessible to all pupils, regardless of background or need.

This will be supported and achieved through a range of ways, including:

• Additional repetition of learning to support embedding the knowledge (to help the children to remember the knowledge).
• Repetition to take the form of retrieval tasks and learning the same information in different ways over several lessons.
• A wider range of practical activities in the curriculum to support children’s individual needs, including a range of recording methods.
• Reading differentiated to support lower-level readers.
• A range of practical resources and support tools to enable access to the curriculum. 

Staying Safe Online

The unit overviews for each unit show the links between the content of the lessons and the national curriculum. Teaching children to be safe online citizens in not solely taught through the Computing curriculum. Indeed Online safety is also part of the school’s Lifeskills (PSHE) curriculum. Equally teachers at SPS adapt learning to meet the needs of the children in this ever-changing aspect. If a scenario presents itself that indicates that a group, class or cohort needs something bespoke then it would be delivered at the earliest possibility. More frequently than ever staff are dealing with scenarios that have happened online and out of school that needs to be actioned. This also includes support with families in keeping children safe online.

Artificial Intelligence is high on the priority list.

Impact

In order to effectively design tasks it is imperative that the classroom teacher understands fully the success that pupils have had with their learning. We use our purpose built App to track skills progress across History.

It is worth noting that we define success in our curriculum beyond the assessment of the foundation subjects. We also look to build self –belief and respect so that all children develop a sense of self-worth. We hope to see the children realise new skills and find new interests and talents along their learning journey.