Computing
At Brookvale, we aim to prepare our learners for their future by allowing them to gain knowledge and develop skills that will equip them for an ever-changing digital world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation; how digital systems work; and how to put this knowledge to use through programming. Knowledge and understanding of ICT is increasingly important for children’s future at home and employment.
Computing in the Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) Curriculum develops children’s early understanding of Computing through the planning and teaching of learning opportunities for technology. Technology in the Early Years can mean:
- Taking a photograph with a camera or tablet.
- Searching for information on the internet.
- Playing games on the interactive whiteboard.
- Exploring an old typewriter or other mechanical toys.
- Using a Beebot
- Watching a video clip
- Listening to music.
Allowing children the opportunity to explore technology in this carefree and often child-led way, means that not only will they develop familiarity with equipment and vocabulary but they will have a strong start in Key Stage 1 Computing.
Computing in Key Stage One and Two
Our Computing curriculum focuses on a progression of skills in digital literacy (evaluating digital content and using technology safely and respectfully), computer science (programming and understanding how digital systems work), information technology (using computer systems to create, store, retrieve and send information) and online safety to ensure that children become competent in safely using, as well as understanding, technology.
At Brookvale, our Computing curriculum is designed with three strands which run throughout: Computer science, information technology and digital literacy. Within these three strands, our Computing curriculum is organised into five key areas, creating a cyclical route through which pupils can develop their computing knowledge and skills by revisiting and building on previous learning: computer systems and networks, programming, creating media, data handling and online safety.
Our knowledge-rich curriculum enables children to understand how computers and computer systems (such as the internet) work, and how they are designed and programmed. It ensures they know what to do it they have concerns about anything they encounter online, and how to be safe, responsible and respectful when using the internet.
Our Computing Curriculum will enable children at Brookvale to:
- Create simple algorithms and programmes
- Debug programming errors
- Explain the thinking behind their programmes
- Use critical thinking and logical reasoning to predict the behaviour of simple programs
- Communicate their ideas through the use of technology
- Be aware of their responsibilities online and know what to do if they have any concerns
- Know how information is stored on computers and how it travels, connecting people across the world through the use of the World Wide Web
- Explore how search engines work
- Consider how their online actions can impact others
- Know when and how to report an online concern
- Use technology safely and respectfully
- Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
The Computing curriculum is treated as a discipline in its own right, with specific subject knowledge and pedagogical knowledge clearly defined in our school’s comprehensive and sequential planning. This planning ensures children develop a broad and comprehensive knowledge of computing that extends beyond the expectations of the national curriculum.
Computing is delivered weekly across KS1 and KS2, as a discrete subject, and links are made where appropriate, with other areas of the curriculum. Tier 2 and tier 3 vocabulary is explicitly taught at the beginning of all lessons and children are encouraged to apply this in their spoken and written work, with teachers continually revisiting this vocabulary to ensure it is retained in long-term memory.
Low-stake short, medium and long-term retrieval tasks are planned into each lesson and teachers use this information to assess learning and progress, adapting teaching sequences according to the needs of their class. Children also complete mid-unit and end-of-unit assessments for each unit of computing studied and the results of these feed into pupil progress discussions each term.
