In this day and age, computing is an essential tool within everyday adult life and by equipping children with the appropriate skills and knowledge, our ultimate purpose is that our children will become responsible digital citizens. It is with this belief in mind that we re-designed our computing curriculum to not only cater for the up-and-coming technological shifts but also provide a back-to-basics approach in the acquisition and application of key skills.
Knowledge is at the heart of all of our learning journeys but we understand the need for the opportunities to apply that knowledge, particularly in a subject like computing. It is important to realise that these concepts would not be mutually exclusive in our teaching and learning and would interrelate and connect with the disciplinary knowledge of skills based learning to enable a broad and balanced computing curriculum.
Our Computing Curriculum
Our computing curriculum has been split into six Learning Journeys, each spanning over one half term. Each Learning Journey is no longer than 6 weeks. Within these Learning Journeys, there is a particular focus each half term across the school so that all year groups are covering the same bridging concepts within each half term to enable our spiral curriculum and the revisiting of learning to take place throughout KS2.
Each year group also has a computing map that details the knowledge that we expect children to have by the end of each year.
Computing is taught in each year group for one hour per week whether in the computer suite or using the classrooms. This is largely dependent on the specifics of each Learning Journey.
In computing, there are specific computing learning journey maps that detail the knowledge that all children need by the end of their academic year. On these maps are sections directly relating to each learning journey with the exception of Online Safety which has its own map. These maps are then used to assess the knowledge that children have acquired and also indicate where the substantive concepts fit in. They are also equipped with the substantive concept symbols so that both children and teachers are aware of the focus of each learning journey.
Our Online Safety Curriculum
As part of the computing curriculum, we have our work on online safety. Understanding the importance of this, the whole school covers online safety topics for the first half of the Autumn Term looking at different elements in each year group. Fitting in with our spiral curriculum, knowledge is built on, and revisited, from previous years within each unit. For our online safety work, we also have maps detailing the knowledge that we want our children to acquire within each year group. For more information on online safety, please visit Online Safety page.
Inclusion in Computing
We do not want to put a ceiling on our children’s learning. It is imperative that all children, especially those with special education needs or disabilities, access an ambitious, broad, challenging and inspiring curriculum. It should not be narrowed nor should the default position be to expect children not to be able to achieve. High expectations of all of our children are at the heart of our vision and this of course includes all children and all areas of the curriculum.