Intent

It is the intention of Manor Park to provide a computing curriculum that provides children with the knowledge of risks online and how to remain safe, enabling pupils to use technology in a responsible way independently. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators, not consumers, and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. A curriculum that allows them to gain skills that will equip them for life. It is our intent that our computing curriculum seeks to engage and enrich children’s experiences in school through digital literacy, ICT and computer science, allowing them to become confident digital learners who use computational thinking in an ever-changing digital world.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope that by the end of Lower Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. 

 

Implementation

The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

Through weekly computing lessons, we use the Barefoot (EYFS) Teach Computing (KS1/KS2) scheme of learning to teach Computing at our school. These schemes are exciting, challenging and relevant for our pupils. They ensure our children have up-to-date skills and knowledge in the subject. Covering the full breadth of skills to make sure that our pupils develop enjoyment and enthusiasm for the subject. We have created a comprehensive progression document for staff to follow to best embed and cover every element of the computing curriculum. The knowledge/skills statements build year-on-year to deepen and challenge our learners. (See the Teach Computing spiral curriculum chart and long term planner below to see what each pupil will cover in their learning journey at our school). 

To provide a deeper knowledge for children to be safer online, we have added a unit of work which will be taught for the first computing lesson each term from ‘Common Sense Education’, which provides excellent and detailed Digital Citizenship lessons for our learners. The UK has multiple statutory requirements for teachers to teach digital citizenship. Common Sense resources are recommended in the Education for a Connected World framework as essential skills for today's learner. These lessons will encourage learners to think critically, participate responsibly and take ownership of their digital lives.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reception (Barefoot units)	Awesome Autumn	Busy Bodies	Winter Warmers	Springtime	Boats Ahoy	Summer Fun
Year 1  (Teach computing)	Digital Citizenship Lesson SS, IT Technology around us CS, AL	Digital Citizenship Lesson SS, IT Creating Media -Digital Painting ET, CM	Digital Citizenship Lesson SS, IT Programming A -Moving a Robot AL, PG	Digital Citizenship Lesson SS, IT Data and Information - Grouping Data DI, AL	Digital Citizenship Lesson SS, IT Creating Media -Digital Writing ET, CM	Digital Citizenship Lesson SS, IT Programming B - Programming Animations PG, DD
Year 2	Digital Citizenship Lesson SS, IT Information Technology around us CS, NW	Digital Citizenship Lesson SS, IT Creating Media - Digital Photography ET , CM	Digital Citizenship Lesson SS, IT Programming A - Robot Algorithms AL, PG	Digital Citizenship Lesson SS, IT Data and Information- Pictograms DI, ET	Digital Citizenship Lesson SS, IT Creating Media - Digital Music CM, DD	Digital Citizenship Lesson SS, IT Programming B - Programming Quizzes PG, DD
Year 3	Digital Citizenship Lesson SS, IT Connecting Computers NW, CS	Digital Citizenship Lesson SS, IT Creating Media - Stop Frame Animation ET, CM	Digital Citizenship Lesson SS, IT Programming A - Sequencing Sounds ET, CM	Digital Citizenship Lesson SS, IT Data and Information -Branching Databases DI, ET	Digital Citizenship Lesson SS, IT Creating Media - Desktop Publishing ET, CM	Digital Citizenship Lesson SS, IT Programming B - vents and Actions in Programs PG, DD
Year 4	Digital Citizenship Lesson SS, IT The Internet NW, CS	Digital Citizenship Lesson SS, IT Creating Media - Audio Production ET, CM	Digital Citizenship Lesson SS, IT Programming A - Repetition of Shapes AL, PG	Digital Citizenship Lesson SS, IT Data and Information - Data Logging CS, DI	Digital Citizenship Lesson SS, IT Creating Media - Photo Editing ET, CM	Digital Citizenship Lesson SS, IT Programming B -  Repetition in Games PG, DD

Impact 

Through the evidence collected from class teachers, it is clear to see that the profile of computing has been significantly raised across the school. Pupil voice reports; children enjoy topics such as programming, animation and music.  It also shows that pupils love computing lessons and see the relevance of computing in the modern world. Children have been able to better communicate why technology is used in the outside world, and in the workplace. They know about different ways that computers can be used. 

Through the addition of an extra 'being safe online' unit, children are more aware of the dangers of an online footprint and better prepared to deal with issues that may occur.

Progress of our computing curriculum (although still in its infant stage) is demonstrated through the end of unit outcomes and pupils are assessed by the teacher against this.  

 

*Computer Science – the understanding of coding and programming across a range of physical devices and digital resources.

*Information Technology – the range of skills required to operate and manipulate specific programs, systems, and content.

*Digital Literacy – the knowledge required to use technology safely and to evaluate and react to any potential risks of the online/digital world.