Computing

Computing Co-ordinator: Mrs Marie Richardson

Intent

The intent of our computing curriculum is to equip all pupils with the essential knowledge, skills, and understanding required to thrive in a digitally-driven world. Our programme aims to foster a love for technology, inspire creativity, and cultivate critical thinking. We seek to develop pupils’ computational thinking and problem-solving abilities while ensuring they are digitally literate, responsible online citizens, and capable of using technology to enhance their learning across the curriculum.

To achieve this, our curriculum is designed with the following key objectives:

• Inclusivity: We aim to ensure that every pupil, regardless of their background or ability, can engage with and excel in computing.
• Relevance: By connecting computing lessons to real-world applications and current technological advancements, we aim to make learning meaningful and relevant to pupils’ lives.
• Skills Development: Our intent includes nurturing skills in programming, data handling, information technology, and digital literacy.
• Ethical Awareness: We want our pupils to understand the importance of online safety, digital responsibility, and ethical behaviour in a digital landscape.

Implementation

St Peter’s uses the ‘Teach Computing’ framework to structure our Computing curriculum. It is a progressive and coherent framework that spans across all year groups in a variety of engaging and interactive ways.

1. Curriculum Design: The computing curriculum is segmented into core themes: computing systems and networks, programming, data and information and creating media. Woven within these strands, there is a focus on effective use of tools, impact of technology and safety and security.
2. Pedagogical Approaches: Our teaching strategies include:
   • Hands-on Learning: We provide pupils with the opportunity to explore technology through hands-on projects. Pupils are encouraged to explore, test and review their ideas in order to develop their understanding. This also gives opportunities to bring abstract ideas to life.
   • Collaboration: Pupils frequently work in pairs and groups, fostering teamwork and communication skills while tackling computing challenges.
   • Challenging misconceptions: Along with knowledge of common misconceptions, we use observation and questioning to uncover misconceptions and adapt teaching as they occur.
3. Assessment: Teachers make assessments about children’s progress and attainment both formally and informally. Regular informal assessment allows teachers to adapt their teaching and lessons in response to the children’s progress. Formal assessment allows us to monitor progress and identify areas for development.

Impact

By the end of their time at St Peter’s:

• Children have the essential digital skills in coding, problem-solving, and digital literacy, preparing them for a tech-driven world.
• Children are able to think creativity and critically about their own digital content and the content they encounter when using technology.
• Children know how to stay safe online and navigate digital spaces responsibly and respectfully.
• Children are equipped with foundational skills that support future learning and careers in technology.