INTENT

There are three strands which run thorough the computing scheme of work. These are: Computer Science, Information Technology and Digital Literacy. 

• Computer Science 

We want children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. We want them to analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.

• Information Technology

We aim for our pupils to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

• Digital Literacy

All our children need to be responsible, competent, confident and creative users of information and communication technology and know how to keep themselves safe when online. 

IMPLEMENTATION

Our lessons are categorised into the five key areas below, which we return to in each year group making it clear to see prior and future learning for our pupils and how what we are teaching fits into their wider learning journey. 

• Computing systems and networks - Identifying hardware and using software, while exploring how computers communicate and connect to one another.
• Programming - Understanding that a computer operates on algorithms, and learning how to write, adapt and debug code to instruct a computer to perform set tasks.
• Creating media - Learning how to use various devices — record, capture and edit content such as videos, music, pictures and photographs.
• Data handling - Ensuring that information is collected, recorded, stored, presented and analysed in a manner that is useful and can help to solve problems.
• Online safety - Understanding the benefits and risks of being online — how to remain safe, keep personal information secure and recognising when to seek help in difficult situations.

In the four of the units (skills showcases), children have the chance to combine and apply skills and knowledge gained, from a range of the five key areas above, to produce a specific outcome. In the scheme of work, pupils revisit the five key areas throughout KS1 and KS2. Each time a key area is revisited, it is covered with greater complexity, and we build on prior knowledge. Upon returning to each key area, prior knowledge is utilised so that pupils can build on previous foundations, rather than starting again.

IMPACT 

The curriculum is the progression model. If pupils are able to demonstrate they are able to know and remember more against our curriculum expectations they are making good progress and attaining expected standards. They leave Delta school equipped with the skills they need for a good, age appropriate digital life, in preparation for secondary scool.  

During and/after lessons, pupils are assessed through informal assessment techniques: questioning, conferencing, reviewing written work against learning objective/success criteria, short retrieval activities, flashbacks. 

At the end of units, pupils are assessed using multiple choice questions, high quality conversations, use of the knowledge organiser and pieces of extended writing assessed against our unit expectations.