Computing

Our intention at Broseley C of E Primary is that, as children move through school, they will develop their computing skills through three areas, using iLearn2: Digital Literacy -  the ability of learners to use, express themselves and develop their ideas through information and communication technology with regard to safeguarding and online etiquette; computer science - the study of the foundational principles and practices of computation and computational thinking, and their application in the design and development of computer systems; and IT - the creative and productive use and application of computer systems, hardware and software.

We believe engagement with computing builds resilience, confidence, and creativity to allow children to be effective, safe computational thinkers. It promotes building on mistakes, computational thinking as well as providing alternative ways to present/find knowledge in all areas of learning. We want the children at Broseley C of E to be very enthusiastic and proud of their computing development and be always keen to share their learning.

Intent

Advances in technology change the way people communicate, interact and work. Becoming digitally literate means students develop technological skills and understand how to access online information and learn social responsibility when interacting on social networks and evaluating sources of information.

At Broseley C of E School, we understand that our children need these different types of skills and technological knowledge to engage with the global community. We believe computing allows children of all abilities to become digitally literate problem solvers. Children will investigate and discover how to be efficient users of technology. Our Computing curriculum will provide everyone with the opportunity to learn programming, word processing, data handling as well understanding how to be safe while using technology.

 
Implementation: How is Computing taught at Broseley C of E? 

The curriculum is carefully sequenced to ensure that pupils build on the knowledge that they have previously been taught. Throughout the curriculum, the 3 strands of the computing curriculum are covered: digital literacy, information technology and computing science. 

Digital literacy: Pupils learn to be safe and confident when using technology. Children are supported to feel confident to use technology independently but also understand the risks and dangers of the internet. We want children to be aware of how to combat these concerns safely, to allow us to view technology in a positive light.

Information technology: Pupils experience a wide range of software and hardware to learn and practise transferable skills, which can be used in a range of different programmes. Within this strand, children are able to be flexible and creative in their thinking and experiment with different ideas.

Computing science: Pupils learn how to be computational thinkers. There are four corner stones of this thinking: decomposition, pattern recognition, abstraction, algorithms. This supports children to become resilient problem solvers, developing their ability to break down complex problems, notice similarities and differences, focusing on the important information and developing a logical step by step solution to the problem at hand.

Prior to the start of each Computing unit

Each learning sequence will start with a discussion about computing and the purpose of studying it. Children are shown the different range of employment opportunities and how to reach these via apprenticeship, university etc. as well and a discussion of significant people and their achievements within the field.

 
Imitation

During these sessions, children will follow a highly modelled structure. All children will produce similar pieces of work. This allows children to practise these new skills and extend previously learned skills.

 
Experimentation

Once children are introduced to these new concepts, it is important that children get more creative freedom to try to apply what they have learned. This is where children will debug, problem solve and develop their computational thinking. Children may experiment with using these skills in different ways, altering the skills taught. These mini projects may not be completed, but instead are used as a form a experimentation.

 
Innovation

Children draw on the skills they have acquired during the unit to produce a piece of work based on a theme given. For example, in year 3, they look at infographics. Children could be free to produce their own infographic based on ‘Animals Including Humans’ science unit. This allows children some freedom in content but also allowing opportunities for cross-curricular learning.

 
Evaluation

Children will not only evaluate the effectiveness and appropriateness of their final project but also test it out where appropriate. For example, in Year 3, where children are creating a digital game in Kodu, the target audience can experience the game and provide feedback. There will be a range of teacher, self and peer assessment to evaluate the success of the project, and how this project could be improved further.

 
Cross-curricular opportunities

Where possible, we provide opportunities within other curriculum areas to apply the skills learned in computing lessons. This provides further practise of these skills as well as an opportunity to further innovate taught skills to become confident, efficient digital citizens.

 
Impact

We believe engagement with computing builds resilience, confidence, and creativity to allow children to be effective, safe computational thinkers. It promotes building on mistakes, computational thinking as well as providing alternative ways to present/find knowledge in all areas of learning. We want the children at Broseley C of E to be very enthusiastic and proud of their computing development and be always keen to share their learning.

The intended impact of the Computing Curriculum is that children are excited, confident, and motivated to reflect and debug their mistakes resulting in them becoming more effective problem solvers. They are critical of their creations to strive to improve what they have created as well as notice the brilliant work they have already done.

Please have a look at our Long Term Plan to see how Computing is taught progressively throughout school: Computing Long Term Plan