Computing Overview

Computing Overview

At Throckley Primary School, we believe that computing is integral to all aspects of life and with this in mind, we endeavour to ensure that children develop a positive and enthusiastic attitude towards computing that will stay with them beyond their time at our school. Computing has the power to make a significant contribution to teaching and learning across all subjects and ages. The key concepts of belonging, choice and influence are woven throughout our curriculum and are therefore within the three strands of Computing. Within Computer Science, pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use Information Technology to create programs, systems and use a range of digital equipment. Computing also enables pupils to safely, responsibly and respectfully access portals such as the internet through Digital Literacy. Although some concepts strongly lend themselves to a particular strand, at Throckley Primary School, we use all three to provide a balanced context for learning, where children have the opportunity to enquire, connect, experience and master within the computing curriculum.

Our curriculum is underpinned by three drivers. By understanding our place in the world, computing facilitates contextualised learning. Children begin to develop their sense of identity in the wider world and how technology can influence this both positively and negatively and begin to recognise and discriminate information effectively to support their development of cultural capital. With technology becoming an increasingly profound aspect of the modern world, the computing curriculum provides opportunities for children to broaden their horizons. At Throckley Primary School, we provide access to workshops delivered by people working in a range of establishments. Not only can children apply their learning beyond the school gates, they begin to understand the importance of computing within their future careers.

We encourage children to aspire to achieve, where progression of both skill and knowledge is vitally connected throughout the school. Computing lends itself to many opportunities of enquiry and experience as children take responsibility for their own learning. We facilitate independent learning within Computer Science and Information Technology, enabling child-led study and application of skills. This supports children in mastering their own knowledge and allows a deeper level of thinking.

Subject Aims

The national curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

  • are responsible, competent, confident and creative users of information and communication technology.

Subject Content

Key stage 1:

Pupils should be taught to:

  • 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

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • 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.

Key stage 2:

Pupils should be taught to:

  • 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; and the opportunities they offer for communication and collaboration

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • 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

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.