Computing
What are we trying to achieve through our Computing curriculum? (Intent)
At Westrop Primary and Nursery School all we do is underpinned by our strong vision and values. Our vision and values support our ‘Curriculum Drivers’ which offer golden threads throughout our curriculum and ensure we have clear drivers for all that we want to achieve for our children.
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It is more than likely that technology will play a pivotal role in the lives of our children, making it crucial that we educate and model how to use technology effectively, safely and responsibly. In Computing, it is our intent to instil confidence in each child as technological thinkers. We aim to provide our children with a varied range of skills which prepares them for our digital world. Technology is now a significant part of our daily lives, ensuring that children are well-equipped with the skills to allow them to confidently navigate this digital world is more important than ever. |
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In Computing, it is our intent to promote well-being, especially through our online safety work. Children are taught how to keep themselves and their identities safe, ensuring that they feel secure and nurtured throughout their Computing work. Children are encouraged to be curious, ask questions and keep trying; and are given the support needed as individuals as we understand everyone learns differently. |
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In Computing, it is our intent to provide children with regular opportunities to challenge themselves, learning from their mistakes and taking the chance to change their opinions. Children are given the skills necessary to know what they need to be ready to learn and opportunities to challenge themselves with extensions are regularly provided. |
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In Computing, it is our intent that our pupils develop a sense of community and belonging. Children learn to always listen and value others, being considerate of their views. Children work as a team in several areas of the computing curriculum. They understand that they have the right to be heard and use their voices to develop their technological vocabulary and understanding. Children are taught about the importance of the community and online safety, identifying those in the community that they can speak to if they feel concerned about something they have seen or been sent online. |
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In Computing, it is our intent to demonstrate effective communication methods in our digital world. Children will discuss how and who to communicate with online and what information should be kept private. Children also work together to create programmes and solve problems. |
How is the Computing Curriculum delivered? (Implementation)
Computing at Westrop is taught through both discrete Computing lessons and cross curricular links. As technology will play such an important role in their lives we understand that there are links, opportunities and skills to be learnt in other areas of our curriculum which will allow them to become technologically literate.
Online safety is more important than ever and has become a real focus of our Computing curriculum. It is important that online safety discussions underpin all of our Computing lessons and also feed into other areas such as PSHE, Wellbeing, English and Topic.
Discrete Computing Lessons
Discrete computing lessons happen weekly from Y1. Using the Purple Mash platform, these sessions follow an order of units and allow children to access a number of different skills across the academic year. These skills are then built on as the child moves the school, allowing for a sequenced curriculum. These units encompass much of the three main strands of the computing curriculum: Digital Literacy, Information Technology and Computer Science. Each unit will focus on one strand in particular.
Online safety is taught in short discrete sessions weekly which can be either woven into Computing/PSHE or taught as a stand-alone session.
Cross-Curricular Computing
Many aspects of the curriculum, such as word processing and presenting data can are taught through a cross-curricular approach. There are particularly strong links with Science, Topic an English. For example, many teachers use Purple Mash to produce graphs based on their science experiment, or to research and produce PowerPoints in Topic.
What difference is the Computing Curriculum making? (Impact)
- Children will gain confidence in their Computing skills, enabling them to become competent and independent in key life skills, including communication and online safety.
- From their different starting points, all children will make at least good progress and achieve their potential academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly.
- Pupils will have strong communication skills and will be able to use a range of vocabulary to confidently explain their processes and thinking. They will listen respectfully and with tolerance to the views of others.
- Pupils will take pride in all that they do, always striving to do their best.
- Pupils will demonstrate emotional resilience and the ability to persevere when they encounter challenge.
- Pupils will develop a sense of self-awareness and become confident in their own abilities. 
- Pupils will confidently explain how their previous learning has supported the development of their current work.
- Pupils will competently use agreed vocabulary correctly and without prompting when talking about technological concepts.
- Pupils will gain confidence and skill in using a variety of different methods.
Subject Content
| Key Stage 1 | Key Stage 2 | |
| Computer Science | · Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
· Create and debug simple programs. · Use logical reasoning to predict the behaviour of simple programs. |
· Design, write and debug 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. · Use logical reasoning to explain how some simple algorithms work 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. · Appreciate how search results are selected and ranked |
| Information Technology | · Use technology purposefully to create, organise, store, manipulate and retrieve digital content. | · Use search technologies effectively.
· Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. |
| Digital Literacy | · Recognise common uses of information technology beyond school.
· 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. |
· Understand the opportunities networks offer for communication and collaboration.
· Be discerning in evaluating digital content. · Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. |
Computing in the Early Years Foundation Stage
In Reception, children are given the opportunity to explore a range of technology through child initiated play and direct teaching time.
Early Learning Goals linked to Computing
ELG 15 Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
ELG 17 Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Computing Scheme of Work
In Years 1 to 6 we use the Purple Mash Scheme of Work to ensure good coverage of the computing curriculum. We operate using a two year cycle to ensure children in mixed aged classes will still get full coverage over the two year period. Reception will be dipping in and out of the Purple Mash scheme of work depending on what they are currently covering in their child-led curriculum.
Computing Scheme of Work Overview Cycle A and B 2019 – 2021
For additional details of the curriculum, please see the breakdown of each year group's overview linked below:
Purple Mash Scheme of Work Year 1 Overview
Purple Mash Scheme of Work Year 2 Overview
Purple Mash Scheme of Work Year 3 Overview
Purple Mash Scheme of Work Year 4 Overview
Purple Mash Scheme of Work Year 5 Overview
Purple Mash Scheme of Work Year 6 Overview
Progression of Skills
The Progression of Skills shows what the children will be taught in each year group to ensure they are able to achieve the end of Key Stage expectations in Computing. The following documents show the progression of skills for each strand of computing.
KS1 Computing Skills Progression Map
KS2 Computing Skills Progression Map
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