Why is Computing important?
Computers are now part of everyday life. For most of us, technology is essential to our lives, at home and at work.
Computing is an integral part of the St. Bernadette curriculum. We endeavour for all pupils to be confident users and controllers of ICT in our continuously developing technological world. We understand the value of technology in fulfilling the Computing curriculum but also in how it enhances the wider curriculum and day-to-day life of our School.
When is Computing taught?
Computing is taught as a discrete lesson for one hour per week using a bespoke scheme of work. Using Purple Mash’s model, the units are delivered to different year groups (as per the scheme of work at the bottom of this page). The scheme includes fun and engaging lessons with cross-curricular links. This helps to raise standards and allows all pupils to achieve to their full potential.
Pupils enjoy lots of opportunities to develop and apply their Computing knowledge to other subjects. We encourage the children to use what they have learned in class, both in school and in the outside world. We take Online Safety very seriously and children throughout the School are taught how to use technology appropriately. This is reinforced with additional time during Online Safety week in February.
The children at St. Bernadette have access throughout the week to a wide range of computing equipment such as Google Chromebooks and iPads. Pupils also have access to cloud-based software Google Drive and are taught how to work submit work in a safe way through Google Classroom. The introduction of Google Classroom has greatly enhanced home learning opportunities and better equips the pupils for life beyond school.
What do we learn about in Computing?
We aim to provide our pupils with a broad, play-based experience of Computing in a range of contexts. We believe the following:
Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in roleplay.
Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.
Key Stage 1
Pupils at Key Stage 1 are expected to:
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
Write and test simple programs.
Organise, store, manipulate and retrieve data in a range of digital formats.
Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.
Key Stage 2
Pupils at Key Stage 2 are expected to:
Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
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.
Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
How do we assess and monitor Computing?
Pupils' learning is continually assessed using Purple Mash’s Assessment scheme. The Subject Leader monitors the progress of learners and quality of provision through observation, work scrutiny of pupil accounts and topic books, displayed work, the pupil voice and professional dialogue with colleagues.