Intent

Toner Avenue’s Computing curriculum aims to promote a life-long curiosity and love of learning through accessible digital learning and through ever-advancing technology. We aim to encourage our children to consider their role within the wider world through online safety; teaching about their online reputations, relationships and how to manage online information. We hope to teach our children how they can make a positive impact to their online world.

We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Our Computing curriculum also ensure that pupils become digitally literate – able to use, express themselves and develop ideas through information and communication technology – at a level suitable for the future workplace and as part of the digital world.

 

Implementation

The national curriculum for computing aims to ensure that all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • Are responsible, competent, confident and creative users of information and communication technology.

KS1: Pupils should be taught 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.

KS2: Pupils should be taught 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.

Planning, Teaching and Assessment

We meet National Curriculum expectations for Computing through our scheme of work – Kapow. This scheme of work has been broken down into the three core strands: Digital LiteracyInformation Technology and Computer Science. A yearly overview breaks up these strands across all three terms to ensure even coverage throughout the year. Year groups complete a unit of work each half term. Units follow the Kapow Computing scheme but have been adapted to suit Toner Avenue’s topic-based learning. This enables staff to teach Computing in an imaginative and creative way. 

We recognise that our children have differing levels of ability and employ a range of teaching strategies to both support and challenge children in order to access learning and reach their full potential. This includes the use of peer teaching, adult support and small group, scaffolded learning. We also provide technology (when required) to our SEN and EAL children within school to support their learning. 

In Computing, we encourage verbal feedback within lessons to guide pupils to achieve the lesson objective. Verbal feedback is also used to support and challenge. Each half term, children are assessed in Computing after each unit using our Foundation Assessment tracker grids. As a school, we use these assessments to track progress of pupils and to ensure gaps in knowledge and skill are identified and addressed.

Online Safety

Online safety objectives are taught explicitly for one lesson at the start of each half term as well as being interwoven throughout units and across our curriculum. We have chosen this approach to allow our children to continuously build upon their knowledge throughout their school year; encouraging our children to become responsible users of ICT.

Our Computing online safety lesson objectives are taken from Education for a Connected World document (DFE 2020). These cover all 8 strands of online safety:

  • Self image and identity
  • Online relationships
  • Online reputation
  • Online bullying
  • Managing online information
  • Health, wellbeing and lifestyle
  • Privacy and security
  • Copyright and ownership

Online safety objectives can also be explicitly found in our PSHE and RSE curriculum.

Impact

We measure the impact of our Computing curriculum with various formative methods of assessment including self and peer assessment. Children’s work across all three strands are evidenced through online folders or in workbooks. This evidence includes pictures and a description of unplugged activities, Google Docs, Google Sheets, Scratch projects, and any work completed on Online Safety, including posters, photographs and evidence of discussions, spider diagrams etc.

Please see below our Computing Knowledge and Skills overviews for each year group.

 

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