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Computing

Mrs Snell

Computing Lead

Intent - why are we teaching this?

At Grampound with Creed, our aim is to ensure that every child develops a rich understanding of the three main strands of the computing curriculum:

 

  1. Computer Science (programming and understanding how digital systems work)

 

  1. Information technology (using computer systems to store, retrieve and send information)

 

  1. Digital literacy (evaluating digital content and using technology safely and respectfully).

By the end of Key Stage One, pupils at Grampound with Creed will be able to:

• 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.
 
 
 
By the end of Key Stage Two, pupils at Grampound with Creed will be able to:
 
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.

Implementation – how will we achieve this?

At Grampound with Creed, computing is taught using KAPOW within discrete sessions as well as integrated through cross-curricular learning. This allows us to cover all areas of the curriculum while also contextualising the use of computing within every other aspect of learning. All year groups have the opportunity to use a range of devices and programs via ipads and chromebooks for many purposes across the wider curriculum, as well as during discrete computing lessons.

 

Teachers have access to a wide range of both discrete and cross-curricular resources to inform their planning. A curriculum overview provides teachers a map of the content coverage required in their respective year groups and suggested resources for developing these skills.

 Online safety is taught at the beginning of every cycle within our curriculum and revisited throughout to ensure that pupils leave our school with a deep rooted understanding of how to keep themselves and others safe online. The implementation of our PSHE curriculum, the celebration of Safer Internet  Day and further cross-curricular themed learning opportunities, provide children with regular and age appropriate lessons about the importance of staying safe online. 

Impact – what is the impact?

 

The impact of our computing curriculum at Grampound with Creed will be monitored through:  

  • Learning Conversations with teachers 
  • Pupil conferencing
  • Monitoring of work by teachers on devices, in books, and on display.
  • Images and videos of the children’s practical learning.  
  • Additional Assessment opportunities: 
    • self-assessment 
    • peer assessment 
    • group assessment 
    • targeted questioning 
  • Meetings between staff and the subject leader