Curriculum Intent: Computing
At Our Lady of Lourdes Catholic Primary School, we aim to give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way ready for the 21st century world. Our children are supported to become autonomous, independent users of computing technologies gaining confidence and enjoyment from a range of plugged and unplugged activities. We use technology to support learning across the curriculum and to ensure that our curriculum is accessible to every child. Pupils are encouraged to become digitally literate and competent end-users of technology. Through our engaging Computer Science lessons, we develop creativity, resilience, problem-solving and critical thinking skills. Our pupils have access to a breadth of experience to develop their understanding of themselves as individuals both within their community and as members of a wider global community and as responsible digital citizens. We support pupils to realise the career opportunities open to them should they go on to study computing further in their education.
Characteristics of a Computer User
- Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
- The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
- An understanding of the connected nature of devices.
- The ability to communicate ideas well by using applications and devices throughout the curriculum.
- The ability to collect, organise and manipulate data effectively.
Implementation
- Computer Science
- Digital Literacy
- Information Technology
We have broken these aspects down further into the key concepts of:
- Code – developing an understanding of instructions, logic and sequences.
- Connect – developing an understanding of how to safely connect with others.
- Communicate – using apps to communicate one’s ideas.
- Collect – developing an understanding of databases and their uses
Not all Computing lessons take place at the computer. Many of our lessons use unplugged activities, whereby children take part in engaging games, solve puzzles, complete magic tricks and run around.
Lessons include computational thinking techniques (the ideas and principles that underpin how digital technology works) to help understand what the problem is and develop possible solutions. This sits alongside the practical experience of programming.
Using laptops, iPads, Lego WeDo, Robotics and other peripherals, we offer a range of practical and cognitive opportunities to all children. In addition, we use Scratch Maths, a Computing and Mathematics-based curriculum for Upper Key Stage 2 pupils (Years 5 and 6).
Home learning is also supported through children accessing safe and secure websites; such as Times Tables Rockstars and SPaG.com.
Please see our Computing Curriculum Overview which shows the accumulation of knowledge and skills from Years 1 to 6.
Vocabulary
The promotion of a language rich Computing curriculum is essential to the successful acquisition of knowledge and understanding in Computing. Children have access to key knowledge, language and meanings to understand Computing and to use these skills across the curriculum.
Our Computing Vocabulary Overview document identifies key vocabulary to be taught from Year 1 to Year 6. These words are part of a whole host of work aimed at narrowing the vocabulary gap for our children. As a school we aim to expose all children to a broad range of vocabulary and provide them with the skills to use and apply these.
Aspirations For The Future
- Network Engineer
- Computer Programmer
- Games developer
- Database Administrator
- Web Designer
Impact
Assessment
Through the explicit teaching of the Computing skills, both the teachers and the pupils assess learning continuously throughout the lesson. At the end of each unit, pupils are given the opportunity to reflect on their knowledge and understanding. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.
