Computing

Intent

Our Computing curriculum at South Wootton Junior School is developed to provide all students with a secure understanding of the fundamental concepts of computer science, digital literacy, and information technology. Our curriculum aims to equip pupils with the skills necessary to navigate an increasingly digital world and the developing role of technology has in shaping it, both socially and vocationally.  We strive to foster critical thinking and problem-solving skills, as well as enabling pupils to effectively demonstrate their learning through the creative use of technology. All pupils have access to a high-quality, enjoyable computing curriculum that allows pupils to challenge both themselves and others.  

We educate our pupils to use technology safely, respectfully and responsibly; thus ensuring that they are aware of the great importance of online safety and of being a good digital citizen. E-safety is taught as an integral part of the computing curriculum in each year group and also as part of My Life, which forms our PSHE teaching and learning.

By the end of KS2, we expect that pupils will be confident and competent digital citizens who are able to harness the powers of technology for a wide and effective range of uses.

Implementation

Our Computing curriculum is informed by the Teach Computing scheme, developed by the National College for Computer Education (NCCE) in partnership with STEM education. This DFEE endorsed computing scheme of learning is structured around a series of progressive learning objectives that build upon prior knowledge and skills. Our sister school in our Federation, South Wootton Infant School, have also adopted this scheme to ensure strong foundations and continuity throughout Key Stage 1 and Key Stage 2. The scheme ensures a coherent progression of knowledge and skills as well as a balanced coverage of the three sections of the computing curriculum; computer science, information technology and digital literacy.

Computing is taught weekly, as a discreet subject, in all classes. In some year groups, a specialist teacher may teach the curriculum to all pupils within the year to ensure knowledge, confidence and competence of teaching can be maximised in a subject with so many variables and potential technological issues. Skills learnt are also practised and utilised in other subject areas.

The school is resourced with a bank of laptop computers as well as iPads, ensuring that children can use technology for a range of purposes and that it is used across the wider curriculum. Children have access to iPads at all times in class for learning, research and inquiry.

Impact

The impact of the effectiveness of the Computing curriculum is measured through both formative and summative assessments, which evaluate students’ understanding and application of computing concepts, both as units progress and at the end of each one. Work is stored in each child’s computer login documents, as videos/pictures on Seesaw, or under logins for different apps used. By the end of Key Stage 2, pupils are expected to demonstrate proficiency in various computing skills, including programming, data presentation, word processing, media creation and digital communication.

Through delivering an exciting and engaging computing curriculum, we hope that pupils will:

• develop a love for computing and be able to explain the importance of the subject in their everyday lives
• explain ways in which the subject can help them in their future careers
• have a sound understanding of the knowledge and skills they have been taught which prepares them for their next stage of education.
• be able to use digital technology creatively to share ideas
• be able to explain the importance of e-safety and what to look out for to keep them safe

And staff will:

• have high expectations for every pupil which is evident throughout the high standards of work which pupils clearly take pride in
• have a good subject knowledge and be aware of the resources available to help them to plan and deliver well-structured lessons.
• The subject leader will have a clear understanding of the schools’ strengths and areas for improvement and a drive for betterment