A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. 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. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
At St. Bernadette’s, computing is taught in weekly lessons of one hour using our whole school scheme of learning- Purple Mash; children use a range of technologies, such as Bee-Bots, iPads and ChromeBooks. During our whole school Safer Internet Day, and within our normal curriculum teaching, children learn the importance of and how to stay safe on the internet, including the pressures, risks and positives of social media in upper KS2.
Good computing teaching ensures children can:
-understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation;
-analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
-evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems and;
-be responsible, competent, confident and creative users of information and communication technology.
The National Curriculum for Computing
Although computing is not taught discretely, through the in EYFS, pupils should be taught to:
-explore how things work as part of Understanding the World,
-understand a sensible amount of daily screen time and remember rules as part of Personal, Social and Emotional Development and,
-explore a variety of tools, using them to express ideas and feelings as part of Expressive Arts and Design.
In Key stage 1, 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 and,
-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, 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 and,
-use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
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