Computing
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LAT Narrative Over Time
Introduction
At LAT, we want our children to understand the potential of technology and start to build computing skills for the future. We want them to become digital creators, using technology to support other areas of their work and lives, and also to understand the responsibilities of being digital consumers on their time, relationships and wellbeing. We know the digital workplace is continuously evolving and want them to develop a wide range of fundamental skills, knowledge and understanding that they will take with them into their future lives and careers.
Intent | What and why do we teach what we teach?
At LAT we want children to know more, remember more and understand more. Our computing curriculum prepares pupils to live safely in an increasingly digital British society where pupils can use, evaluate and apply information technology, including new or unfamiliar technologies.
The National Curriculum defines three clear aspects of computing curriculum: Computer Science (CS), Information Technology (IT) and Digital Literacy (DL). In our schools, children will be given the opportunity to develop their knowledge and understanding in each area from Foundation Stage to Year 6. Within the computing curriculum, we have identified a range of concepts which will be progressively delivered throughout the curriculum.
Each academic year, pupils focus on various aspects of Digital Literacy in the Autumn term. This is designed to ensure pupils feel confident when talking about any issues arising throughout the year with their peers and class teacher, as well as knowing early on what to do and who to talk to if they have concerns. Throughout the Computing Curriculum, pupils are taught to use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour and ways to report concerns about content and contact. Additionally, throughout the year, pupils revisit Digital Literacy concepts at the start of units and in lessons via retrieval practise. In the Spring term, all LAT (Learning Academies Trust) schools take part in the global campaign ‘Safer Internet Day’ using the theme and resources to enhance the Computing Curriculum as well as enhancing pupil’s cultural capital.
Children begin their Computing journey in EYFS (Early Years Foundation Stage) by exploring and being exposed to a range of technological devices and following instructions. Through play and talk they start to develop an understanding of our technologically diverse world and begin to discover how technology is part of their lives.
In Key Stage 1, the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behavior of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognising common uses of information technology beyond school. They will be taught to 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. .
In Key Stage 2, the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable /unacceptable behaviors; identify a range of ways to report concerns about content and contact.
By the end of Primary Education and in preparation for Secondary Education, we hope that all pupils are confident using technology and are increasingly able to express and develop ideas as active participants in a global world.
Implementation | How and when do we teach what we teach?
We follow a broad and balanced Computing Curriculum, which is rooted in the National Curriculum. Our Computing Curriculum is deliberately designed so that knowledge, concepts, and skills build progressively upon previous learning as well as providing both support and challenge for learners. For each unit of work, teachers plan a sequence of lessons which are taught weekly. At the start of each unit and subsequent lessons, children are given opportunities to recall previously taught concepts as well as key knowledge. They further develop their ability to remember more through the technique of recall, record and refine as well as using graphic organisers alongside tiered vocabulary, which is dual coded, to support children in embedding their knowledge into their long-term memory. Pupils experience using a range of devices to develop their computing skills throughout their learning journey, with every opportunity taken to expose them to ever-changing advancements in technology. High quality teaching, alongside a range of scaffolding techniques enables all pupils to achieve, in addition to providing opportunities for pupils to deepen their knowledge and understanding.
Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust computing curriculum. As a Trust, subject leaders share knowledge and support each other in providing training across all schools, allowing the sharing of best practices with all staff.
Impact | How do we assess the impact of what we teach via pupil outcomes?
The Computing Curriculum has been structured to enable children to know more, remember more and do more and is assessed against the ‘Trivium’ continuum. Progression in computing will be assessed throughout each key stage through the children’s ability to know, apply and understand the knowledge, skills and processes specified in the relevant program of study. Progress will be shown through pupil outcomes alongside teachers observing how pupils perform in lessons and talking to them about what they know. Additionally, teachers assess the pupils knowledge using tools such as low stakes retrieval quizzes, rubrics, graphic organisers and presentations. As pupils deepen their understanding, we expect to see pupils asking and answering questions using an increasing base of technical vocabulary as well as expressing well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment. They will discuss, reflect and appreciate the impact computing has on their learning, development and well-being and how this helps them to become empowered digital citizens.