Computing
Our Computing Curriculum
It is our intention to pave the way for children to develop the skills and ability to use technology safely and effectively, in order to prepare them for their ever-changing future. Through all areas of our broad and balanced curriculum, the children of Saint Edward’s will have the opportunity to see the collaboration between the work they are doing, and the rapidly expanding technological world that we live in. Computing skills are paramount to creating the independent individuals needed in the future, who think and act for themselves, and it is our aim to facilitate this. We also propose that the Computing skills they acquire at Saint Edward’s, will enhance and drive their creativity, and remove any barriers to their learning; meaning the sky’s the limit. We want our Computing Curriculum to inspire and engage children, and drive their thirst for knowledge.
At Saint Edward's Primary, we understand that a good quality computing education enables pupils to understand and make sense of the world around them. Computing at school enables children to become digitally literate and provides another way for them to express their ideas through technology.
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.
The objectives covered through each key stage are listed below. Saint Edward's children access these creatively through a range of exciting software and computer programs.
|
KS1 |
Statutory |
|
Programming |
• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions |
|
Debugging |
• create and debug simple programs |
|
Control |
• use logical reasoning to predict the behaviour of simple programs |
|
Multimedia and Digital Imaging |
• use technology purposefully to create, organise, |
|
Digital Research |
• recognise common uses of information technology beyond school |
|
E-Safety |
• 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 |
|
KS2 |
Statutory |
|
Programming |
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 |
|
Debugging |
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs |
|
Multimedia and Digital Imaging |
• 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 |
|
Digital Research |
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content |
|
Control/Data Handling |
• 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 |
|
E-Safety |
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact |