Our Vision for Computing
“Preparing our pupils for the digital world; unlocking the potential”
At St Clare’s, we aim to provide a Computing curriculum that will equip our pupils with the knowledge and understanding to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology.
Computing is an integral part of modern-day life and therefore provides a wealth of learning opportunities, explicitly within the subject of computing and also across other curriculum subjects, in particular, mathematics, science, and design and technology. The core of the computing curriculum is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Progressing from this, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils express themselves and develop their ideas as active participants in our digital world. Ultimately, we want children to know more, remember more and understand more so that they leave primary school computer literate.
As a school we aim to create and foster a positive attitude towards learning about technology within classrooms and reinforce an expectation that all children are capable of achieving high standards in computing.
Computing at St Clare’s is part of a computing-based project that is closely linked wherever possible to our CUSP Curriculum for each half term, and is specifically planned to deliver the essential knowledge, skills and understanding for each year group. This is a strategy to enable the achievement of a greater depth of knowledge.
Through our planning, our aims of teaching Computing, which are outlined in the national curriculum, are 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.
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to 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. Each of these skills will be taught through exciting half termly units.
In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable /unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
This approach to computing at St. Clare’s results in a fun, engaging, high-quality computing education that provides children with the foundations for understanding the world, using computational thinking and creativity. Children are to be confident when using a wide range of hardware and software, and are diligent learners who value online safety and respect each other when communicating online, using technology effectively and safely. Our digital leaders are prominent and efficient and these children will be responsible for supporting staff and children in delivering excellent computing sessions and extra-curricular activities.
St Clare’s Long term Plan for computing and Progression of skills
St Clare’s Vocabulary for Computing
Key Stage 1
Key Stage 2
This is a glossary of terms in the computer science context – the words may sometimes (but not always) have different meanings in other contexts.
• Abstraction Reducing complexity by focusing on the essential features of an algorithm or data representation and omitting unnecessary detail.
• Algorithm A precise step by step method for solving a problem.
• Application A self-contained program that performs a specific function for end users.
• Boolean logic / digital logic A system of reasoning with truth values, true and false, using logical operations such as and, or, and not.
• Browser A piece of software that enables a user to locate, retrieve and display information on the world wide web.
• Complexity The way that a solution to a problem scales as the size of the input increases, considering both the number of computational steps and the memory space required.
• Computation Performing a calculation by executing the instructions of a program on a computational device.
• Computational device / digital device A computer or other programmable device that performs computation.
• Computational thinking The ability to analyse ways to solve problems using appropriate algorithms and data representations, taking account of the complexity of possible solutions.
• Computer science The scientific study of computation, applied to both hardware and software, covering both theoretical and practical concerns.
• Data Information which can be stored, retrieved and manipulated in digital form using digital devices.
• Debug To find, remove and / or change errors in computer code.
• Digital artifacts / digital content Images, videos, text or data, or a combination of these, which are made on a digital device.
• Digital literacy The ability to access and manipulate digital content and understand the implications of its creation and distribution.
• Data representation The various ways data can be represented as words, numbers and pictures in the memory of a computational device.
• E-safety Understanding and applying rules to mitigate against the risks to personal safety and privacy of personal information in using digital devices of all kinds.
• Function A small section of computational code that performs a specific operation. In particular, a function takes inputs, or arguments, and returns outputs, or results.
• Hardware Physical items of computing kit such as desktop hard drives, printers and scanners
• Input The data that feeds into a computation. A stimulus to which a real-time application will respond.
• Internet A global network of computers which are linked, allowing the exchange of data. It uses various data transfer protocols which can be seen in the top bar of a browser, such as Hyper Text Transfer Protocol (http).
• Logic A systematic approach to reasoning. The rules that underlie an algorithm used for an application. Can also refer to digital components in computer hardware.
• Network A number of computational devices connected together, allowing sharing of resources and cooperation between devices in the solution of a problem. Also the hardware used to establish connections between devices on a network.
• Operating system The program that enables the computer to start and access different sorts of software on the computer, examples include Microsoft Windows and iOS for Mac.
• Output The data that results from a computation. A response generated by a real-time application to stimulus.
• Procedure A small section of computational code that performs a specific operation. Unlike a function, a procedure does not return a result but may be to change the data stored in objects in computer memory.
• Program / code (verb) To create or modify a program.
• Program / code (noun) A sequence of instructions for a computational device, written in an appropriate programming language, for implementing an algorithm that manipulates appropriate data representations for solving a problem.
• Programming language A formal language for representing statements, or commands, and data values used in a program. A programming language has a precise syntax that defines the valid ways for combining the symbols used to denote variables and data values. Examples used on schools include Scratch, Python and Small BASIC.
• Search technologies Algorithms used by applications known as search engines to trawl the internet for digital content matching search terms given by a user. Results are normally presented in the form of links to relevant content.
• Sequence A number of program statements, to be executed one after another.
• Software The programs that enable computers to undertake specific functions.
• Variable A symbol in the code for a program that represents a data value or data object that can be changed during the course of computation.