Computing

Technology is changing the lives of everyone. Through teaching computing, we equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. It is our intention to enable children to find, explore, analyse, exchange and present information. At Rainford C of E we believe in a computing curriculum that is easy to follow and will equip children with the skills and knowledge they need to use technology safely and creatively. Computing isn’t a subject just about memorising facts and vocabulary words, it's about solving complex problems, being able to collaborate with others and learn from mistakes. We want children to become independent and to have fun with technology across the curriculum while developing 21st-century skills.

We aim that our computing curriculum meets the interests of all learners, with a range of exciting creative activities and open-ended challenges based on the essential requirements of the computing program of study. We also ensure children’s can build on their understanding, as each new concept and skill is taught with opportunities for children to revisit skills and knowledge as they progress through school.

By the time that children’s leave Rainford C of E we aim that they possess the following non-negotiable digital skills:

• All children must have a basic understanding of coding and how the web works.
• All children must able to evaluate online information and be social media savvy.
• All children must understand online safety rules and know how to report and block.
• All children must be proficient with word processing and able to use cloud storage.
• All children must be able to create visually engaging content/presentations to present learning to others.
• All children must have experience of online collaboration and using communication tools.
• All children must be taught the concept of personal archiving and possess, save and retrieve their own digital portfolio of work.

The curriculum content is sequenced to build learning over time- the content is planned and sequenced so that knowledge and skills build on prior learning and towards clearly defined end points.

Curriculum content supports subsequent learning:

• within lessons
• the sequence of lessons
• the sequence of topics
• years and phases curriculum.

Planning identifies small enough component steps; and known gaps in knowledge and skills are addressed in the sequencing of lesson content.

Our computing curriculum is delivered via 3 units per year that are based on the Knowsley CLC Scheme of work. This is to ensure that the key skills and knowledge are at the forefront of our curriculum. The curriculum is currently split into a 2-year cycle for years 5-6, due to the nature of mixed classes. In the first cycle children will complete 2 units of computer science. In the following year the children will complete 2 units of information technology, this is to ensure progression and the ability to build upon previous learning. The third unit for both cycles focuses on digital literacy. In Years 1-4 children will cover 1 strand of computer science, information technology and digital literacy over the next few years this will roll out to future year groups until all years are following a 1-year cycle. All units have differentiated end points to suit the specific year groups.

The units for digital literacy follows the UKCCIS Education for a Connected World-Framework which aims to “describe the Digital knowledge and skills that children’s and young people should have the opportunity to develop at different ages and stages of their lives. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it.”

Furthermore, in the computing curriculum, elements of each strand are intertwined throughout one another to ensure skills and knowledge are revisited and strongly embedded to help retention. An example of this is that during digital literacy unit’s children’s will use their skills gained from the information technology units to create their own digital books to present their work.

Long term plan