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Abbey Gates Primary School

Learning Together & Making a Difference

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Curriculum Offer

Computing Curriculum Offer

 

Intent

Our Computing Curriculum Offer is bespoke for the needs of our children and it provides the bridge between our values and the ethos at Abbey Gates and the National Curriculum. We aim to equip our pupils with key skills, knowledge and vocabulary. Our curriculum drivers are possibilities, diversity and community. We aim to provide our pupils with a rich and broad cultural capital. Staff are equipped with the resources and CPD they need to reach our intent of excellence for all.

 

Equip - Through well-planned teaching, up-to-date technology and valuable learning experiences, children will become confident with computing and know how to stay safe.

Embed - Through regular computing lessons and cross-curricular activities, we will enthuse the children by highlighting success, exemplifying the possibilities beyond the subject.

Enrich – We celebrate success and provide opportunities to highlight talent at Abbey Gates. We share our experiences by using technology and displaying this on our school website and twitter page. We invite experts into school to inspire our children for the future.

 

Implement

At Abbey Gates we believe that nothing has been learnt until it is in your long-term memory and that memory is the residue of thought. Key skills and knowledge are taught and revisited within each year and across year groups. Curriculum mapping can be found in this subject file and on our website in the Key Information section. Progression is mapped out across year groups from EYFS through to Y6.

 

Planning

Sequences of lessons are planned for using progression mapping within and across year groups. Teachers plan for equipping children with sticky knowledge and key skills. Key questions are planned for in order to encourage active learning and challenge for all. Some of our computing learning is not taught in specific lessons but rather it is repeatedly revisited across the year. Examples of this type of longitudinal learning are:

  • 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.
  • 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 technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. This is linked to our PSHE curriculum and frequently revisited.

 

Teachers also provide learning to support our curriculum drivers – Possibilities, Diversity and Community. Examples of this in action are:

  • Children use video recording technology to record a Haka dance. They then upload it to our school YouTube channel and share these videos with other schools.
  • Whilst using scratch software, children create academic games for children to use.

 

Impact

 

The impact of our computing offer is measured through our monitoring cycle. This includes learning walks, pupil voice, planning scrutiny and curriculum intent reviews. Once reviewed the subject leader will formulate an action plan for improvement.

 

We assess and track Computing against Benchmark Standards in each year group. In assessing, we are looking for sustained mastery, inspired learners and children who are fulfilling their potential.

 

Below is an outline of the impact we are looking for in our pupils in the curriculum area of Computing:

 

  • Children can articulate and explain what computing is.
  • Children are equipped with skills and computing knowledge.
  • Children have a passion and enjoyment for computing.
  • Children are confident and are able to use technology safely.
  • Children are equipped with extensive computing knowledge and vocabulary, which is embedded.
  • Children use their imagination and creativity to create their own pieces of work.
  • Children use computing in a variety of ways to express their individuality.
  • Children can enjoy and appreciate a variety of technology.
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