Menu

St Richard'sCE Primary School

Bold Bright Beautiful

Search Search
Translate Translate

Computing

COMPUTING AT ST RICHARD'S

Picture 1

OUR INTENT

 

Technology is changing the lives of everyone. Through our computing curriculum, we aim to equip our children to participate in a rapidly changing world where work and leisure activities are increasingly influenced by technology, both as consumers and creators.

The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

Our intention is that Computing also supports children’s creativity and cross-curricular learning to engage children and enrich their experiences in school and at home. We believe that a child’s chances of being a productive and safe digital citizen are greatly improved by involving families in the conversation: therefore, we strive to support and encourage parents and carers to set boundaries and share in their child’s online experiences.

All our children should leave Year 6 as safe and responsible digital citizens with the ability to confidently engage with and utilise key technologies, both in their on-going learning and in their life in general.

IMPLEMENTATION OF THE COMPUTING CURRICULUM

 

By the time they leave St Richard’s, children will have gained key knowledge and skills in the three main areas of the computing curriculum: Computer Science (coding, programming and understanding how digital systems work), Information Technology (using computer systems to store, retrieve and send information) and Digital Literacy (evaluating digital content and using technology safely and respectfully).

The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth. For example, in the Early Years, children experiment with Bee-Bots and learn about sequential instructions (e.g. for making a sandwich). Then in Key Stage 1, children use computers to control on-screen sprites using LGFL JiT, before progressing to ‘block’ programming with LGFL Visual and finally text-based programming in Key Stage 2 using LGFL Logo.

Each strand is planned to develop skills incrementally, year-on-year, but with opportunities for learning objectives to be revisited, allowing for consolidation, independent application, or ‘gap filling’ depending on the needs of each individual child. Embedded within these lessons will be opportunities to practise core skills such as logging on, managing passwords, saving work, touch typing and effective research skills using the Internet. In addition to discrete computing lessons, employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The long term overview for computing for Years 1 - 6, mapped to meet the National Curriculum requirements, is below.

The information below identifies the intent, implementation and impact of our Computing curriculum for years 1 - 6.

The information below identifies the intent, implementation and impact of our Computing curriculum for years 1 - 6.  1
The information below identifies the intent, implementation and impact of our Computing curriculum for years 1 - 6.  2

IMPACT OF THE COMPUTING CURRICULUM

 

Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be.

Whilst it is all but impossible to predict the exact nature of the technological developments children will encounter in the decades to come, it is clear that actively producing content will become just as important as passively consuming. The implementation of this curriculum ensures that when children leave St Richard’s, they will have developed the skills they need to express themselves creatively and protect themselves and others responsibly.

Top