Intent – What do we want for our developing computational thinkers?
At Horn’s Mill, we aim to provide a progressive and purposeful computing curriculum that prepares our pupils for the modern world. Using a range of hardware and software, we aim to equip our children with the knowledge and understanding of how to use technology safely whilst understanding the benefits that it brings to our everyday lives.
Our computing curriculum has been carefully designed based upon the needs of the children in our school and has been written alongside computing experts at Manchester Metropolitan University and at our local feeder high school. The curriculum consists of both declarative knowledge (knowledge of facts, concepts and how these are related) with procedural knowledge consisting of methods and processes (how I create a coding sequence and use it to programme a MicroBit).
Our computing curriculum has been broken down into three strands. It is important to note that these strands are not seperate entities but rather interconnected. Knowledge in one area can affect knowledge and acquisition in another. These strands are:
- Digital Literacy – In this area, children learn the importance of using technology safely, discerningly and effectively. In this area, pupils learn age-appropriate content that builds on prior knowledge.
- Information Technology – In this area, children learn how to use a range of pieces of software and hardware to help them complete a range of real life tasks. In this area children also learn how computing can transorm our daily lives.
- Computer Science – In this area, children learn how to solve problems through logical thinking, algorithms and algorithmic thinking, pattern recognition, abstraction, debugging and evaluation.
The computing curriculum at Horn’s Mill aims to be fully inclusive for all. As computational thinkers, children will explore a range of technological devices and be equipped with the skills and understanding to use technology safely in their daily lives. Our aims are to fulfil the National Curriculum through a broad and balanced coverage of essential skills and vocabulary. Key language has been identified in each year group that is progressive throughout our curriculum.
Implementation – How is the curriculum delivered?
From Year 1 through to Year 6, children are taught computing in relation to one of the three core strands. Key vocabulary will be shared with pupils and they will be expected to use and understand vocabulary relating to their unit of work. When delivering this curriculum for our children, we ensure that opportunities are created for application of learning across the subject. For example, in Team 5, learning how to use Microsoft PowerPoint has been linked to their learning about North America with pupils creating presentations about this continent and then presenting them to their class.
Impact – How do we know our computing curriculum is effective?
As an inclusive school, we have created a curriculum offer that means that we have thought about how children can demonstrate their learning in a way that is accessible for all. Pupil voice is one of the ways we ensure that learning is sticking and that the curriculum is achieving our aims. We believe that if children have become skilful and knowledgeable computational thinkers, they will be able to articulae their understanding with confidence. Pupil voice is an important tool in assessing whether children have made progress.
Children also represent their understanding of the curriculum in a variety of ways including through presentations; problem solving challenges in collaboration with peers; modelling to their peers a coding sequence and how it works; discussions and debates around digital literacy; and also occasional written outcomes.
If you have any further enquiries relating to our computing curriculum, please email Mr Lawrie on email@example.com