Computing
Intent
Throughout their time at Ernesford Grange Primary School, the children learn a variety of skills to develop a rich and deep subject knowledge of Computing. They learn within a coherent and progressive framework that allows them to see clear links between different aspects of their learning. Through each topic the children experience the challenge and enjoyment and are provided with opportunities to understand the purpose and value of their learning and see the relevance of computing skills to their past, present and future lives.
Children are provided with access to relevant, stimulating and enjoyable activities aiming to support and challenge their existing knowledge and develop skills further.
Children are provided with access to relevant, stimulating and enjoyable activities aiming to support and challenge their existing knowledge and develop skills further.
Implementation
Whilst some computing skills are taught independently, others are imbedded into the wide variety of cross-curricular topics. Children are able to practice their computing skills in a variety of contexts, with an array of devices, to ensure they are able to apply their skills appropriately.
To ensure clear progression of skills we use the Cornerstones Essential Skills statements and Curriculum Maestro to plan and track Computing through Imaginative Learning and Knowledge Rich Projects.
To ensure clear progression of skills we use the Cornerstones Essential Skills statements and Curriculum Maestro to plan and track Computing through Imaginative Learning and Knowledge Rich Projects.
Impact
At the end of each key stage, the children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Computing. At Ernesford Grange, we use summative assessment to determine children’s understanding and inform teachers planning. This is reviewed on a termly basis by the subject leader, who monitors and oversees Computing.
Computing is assessed and recorded using Cornerstones Essential Skills and assessments are tracked using the Curriculum Maestro tracker.
Computing is assessed and recorded using Cornerstones Essential Skills and assessments are tracked using the Curriculum Maestro tracker.
KS1
Aims:
The national curriculum for computing aims to ensure that all pupils:
• 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.
The national curriculum for computing aims to ensure that all pupils:
• 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.
Lower KS2
Aims:
The national curriculum for computing aims to ensure that all pupils:
• 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.
The national curriculum for computing aims to ensure that all pupils:
• 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.
Upper KS2
Aims:
The national curriculum for computing aims to ensure that all pupils:
• 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.
The national curriculum for computing aims to ensure that all pupils:
• 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.