Computing

Intent
In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.
By the time they leave St Theresa’s, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

Implementation
At St Theresa’s, computing is taught using a blocked curriculum approach. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the ‘Teach Computing’ scheme, as a starting point for the planning of their computing lessons, which are often richly linked to engaging contexts in other subjects and topics. Knowledge and skills are mapped across each topic and year group to ensure systematic progression. We have a computing suite and two class sets of ipads to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.
The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Impact
Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The quality of children’s learning is evident on Seesaw, a digital platform where pupils can share and evaluate their own work, as well as that of their peers. Evidence such as this is used to feed into teachers’ future planning, and as a topic-based approach continues to be developed, teachers are able to revisit misconceptions and knowledge gaps in computing when teaching other curriculum areas. This supports varied paces of learning and ensures all pupils make good progress.
Much of the subject-specific knowledge developed in our computing lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces. From research methods, use of presentation and creative tools and critical thinking, computing at St Theresa’s gives children the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

Computing Progression of Learning Map – Computing Progression of Learning

 

Examples of Computing 

Year 1 have been developing their typing in their digital literacy unit. In this unit our learners have familiarised themselves with typing on a keyboard and  using tools to change the look of their writing, and then they have considered the differences between using a computer and writing on paper to create text.

Year 3 have been looking at developing their animation skills. 

Year 4 are looking at Photo Editing and using tools such as cropping, resizing and other editing functions. 

Year 5 have been working on producing vector drawings 

Year 6 have been looking at 3d Modelling in their creating media unit. The children have been using Tinkercad to look at developing 3d designs and becoming architects in the classroom. 

 

 

 

link for Year 3 learning 

https://scratch.mit.edu/projects/1027327430/editor