'Computers themselves, and software yet to be developed, will revolutionise the way we learn.'

Steve Jobs.

Computing

What do we want for St Matthew's children?

At St Matthew's we aim to provide children with the skills and attributes to access and use information technology throughout their lives. The principles of Online Safety encompass all that we do and are in integral part of the Computing curriculum, in which children are taught about the importance of Online Safety and the ramifications of their digital footprint.

Intent  

At St Matthews we want children to be safe and confident in the digital world. 

High quality computing education will equip children with the confidence and capability to use competitional thinking safely and effectively. We aim to enhance children’s learning and communication and how they respond to new developments throughout later life by offering a broad and balanced computing curriculum. Computing is an integral part to a child’s education and everyday life. Therefore, we intend to support our pupils to access and understand the core principles of this subject through engaging and cross-curricular opportunities.  Whilst ensuring children understand the advantages and disadvantages associated with online experiences, we want them to develop as respectful, responsible and confident users of technology. We provide children with the skills to be responsible online and we make sure they are aware of measures that can be taken to keep themselves and others safe. Our computing curriculum ensures children are digitality literate, able to use, express themselves and develop their ideas through, information and communication technology at a level suitable for their future and as active participants in a digital world. 

Implementation  

Our scheme of work for Computing is adapted from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs.

The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy.  

The national curriculum for computing aims to ensure all pupils: 

• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science) 
• Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science) 
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology) 
• Are responsible, competent, confident and creative users of information and communication technology. (Digital literacy) 

What does this look like?

 Early Years Foundation Stage 

In the Early Years Foundation Stage, children focus on early technology skills through exploratory free play. Technology is now commonplace for many families and children often see and use it quite naturally when they activate a toy such as an ambulance or police car to make a siren sound. Although ‘Technology’ is no longer a specific Early Learning Goal in the EYFS revised framework, pupils’ learning experiences within Nursery and Reception form the foundation in preparing them for the Computing curriculum in Year 1. At St Matthew's, children learn to recognise the role of technology because this helps them to identify the different types of technology and what they are useful for. This hands on learning may include operating a CD player independently, calculators or ‘bee-bot’ robot toys. By the time the children are in Reception, they have use of the classroom interactive board, which is used for large-scale educational games and activities during choosing time focussing on skills such as handwriting and number sequencing. This then forms the foundation for more in-depth learning through the computing curriculum and teaching that begins in Year 1.

Key Stage One (Years One and Two)

In Key Stage One Computing is taught weekly through the Teach Computing Curriculum. This is made up of 6 stands, one strand been taught each half term. Project Evolve is also taught alongside this to teach Online Safety. Project evolve is composed of eight strands, as a school we focus on a different strand each half term and these are chosen based on our contextual information. We rotate these stands appropriately to meet the needs of our school and the children. 

Key Stage One pupils begin to explore the impact and common uses of information technology beyond school and within the wider society. They develop a foundational understanding of what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. They use this knowledge to create and debug simple programs, using technology purposefully to create, organise, store, manipulate and retrieve digital content. Pupils also further draw upon their knowledge and logical reasoning to predict the behaviour of simple programs.

	Year One	Year Two
Autumn term	Technology around us Digital painting	Information Technology around us Digital photography
Spring term	Moving a robot Grouping data	Robot Algorithms Pictograms
Summer term	Digital writing Programming animations	Digital music Programming quizzes

Key Stage Two (Years Three to Six) 

In Key Stage Two Computing is taught weekly through the Teach Computing Curriculum.  This is made up of 6 stands, one strand been taught each half term. Project Evolve is also taught alongside this to teach Online Safety. Project evolve is composed of eight strands, as a school we focus on a different strand each half term and these are chosen based on our contextual information. We rotate these stands appropriately to meet the needs of our school and the children. 

Key Stage Two pupils continue to expand their experience and knowledge of computational systems, networks and software. They design, write and debug programs that target a particular audience and accomplish specific goals, with increasing complexity. They learn to control and simulate physical systems, using sequence, selection, and repetition in programs, and working with a range of variables and various forms of input and output. Pupils use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and program, solving problems by decomposing them into smaller parts and components. Pupils grow in confidence in their understanding and use of the Internet and the opportunities this offers for communication and collaboration. They learn to use search technologies, are taught to appreciate how results are selected and ranked, and develop the knowledge required to effectively evaluate digital content for purpose, audience and safety.

While pupils develop a secure understanding and ability to engage with a range of technological programs, software and devices, all learning is underpinned by the principles of online safety, with all lessons making direct reference to safe practices when necessary. Pupils are taught to use technology safely, respectfully and responsibly. They learn to keep personal information private and grow increasingly more confident to recognise the differences between acceptable and unacceptable online behaviour and how to approach this. Pupils learn where to go for help and support when they have concerns about content, identifying a range of ways to report concerns about both content and contact through a range of technological devices.

	Year Three	Year Four	Year Five	Year Six
Autumn Term	Computing systems and networks - Connecting computers Creating Media using Stop Frame Animation.	The internet  Audio Production	Systems and searching Video production	Communication and collaboration Web page creation
Spring Term	Sequencing sounds Branching databases	Repetition in shapes Data logging	Selection in physical computing Flat-file databases	Variables in games Introduction to Spreadsheets
Summer Term	Desktop publishing Events and actions in programmes	Photo editing Repetition in games	Introduction to vector graphics Selection in quizzes	3D modelling Sensing movements

Progression of Knowledge, Skills and Understanding

The Progression of Knowledge, Skills and Understanding in Computing document refers to how concepts, skills and knowledge in computing are planned, built upon and revisited year on year to embed knowledge, aligned with the whole school curriculum intent. This knowledge underpins all future learning, and there is a cumulative effect of teaching across key stages. 

Our curriculum map and progression of knowledge and skills document can be found here:

Curriculum Map and Progression Document

Online Safety and Digital Citizenship 

 

A key part of implementing our computing curriculum was to ensure that our children are taught to be safe and confident in the digital world. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage. 

Children build online resilience through the use of the ‘Project Evolve – Education for a Connected World’ framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond. 

At St Matthew's, we have embedded Online Safety into our curriculum. Due to the rise of smartphones and other digital devices, children are able to do many different things on the internet – sometimes even better than adults! However, having the knowledge and skills does not always prepare them for the risks that come with using the internet. St Matthew's, we regularly discuss these risks, and you can support us by continuing these conversations at home.

For more information, please click on the images which will direct you to information.​        

The impact of our computing curriculum is… 

• Lessons are exciting and engaging 
• It opens up new doors to endless opportunities  
• It helps children to communicate & collaborate 
• It is a great resource for widening children’s knowledge 
• Children are taught skills for life 
• Children are taught to be safe online 
• Children are provided with opportunities to be resilient and solve problems 
• Children are offered tools to record and manipulate information 
• It helps us to bring ideas to life 

• Inclusion

  Adaptive teaching is key to delivering an effective and inclusive curriculum.   All pupils' starting points are considered and activities and work is matched to ensure pupils reach their full potential, whilst supporting the child's learning.  Adult support, a range of activities, equipment, scaffolding, questioning and resources can enable children of all abilities to access learning. 

   Our school will ensure that:

  • all children have entitlement to a broad and balanced, enriching curriculum
  • all children enjoy an active involvement in Computing
  • all children have opportunities to experience a broad and balanced range of computing activities
  • all children have opportunities to learn about computing using different platforms and from different media
  • all children will be given equal access to the experience of computing regardless of their gender, race, disability, medical or other needs
  • teachers use a variety of approaches that are matched to the activity and the ability of the children

Research

[1] Dfe Computing programmes of study: key stage 1 and 2 - National Curriculum or England

Computing Curriculum Path