Intent

The 2014 National Curriculum for Computing aims to ensure that all children:
•    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. 

At Godolphin Junior Academy, we believe all pupils have the right to have rich, deep learning experiences that balance all the aspects of Computing. With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world. Computing has deep links with Mathematics, Science, and Design and Technology, and provides insights into both natural and artificial systems. At Godolphin, the core of Computing is Computer Science in which pupils are introduced to a wide range of technology, including tablets, computers and interactive whiteboards, Lego and Probots, allowing them to continually practice and improve the skills they learn. This ensures they become digitally literate so that they are able to express themselves and develop their ideas through information and computer technology, at a level suitable for the future workplace and as active participants in a digital world.
 

We have key concepts running through our computing curriculum. Through these concepts we teach pupils the essential knowledge they need to know to be successful in their learning, and build upon this knowledge as they progress through each unit of computing.

Our pupils are able to refer to our computing concepts when making connections between units and across the wider curriculum. We know that if pupils can make connections in their learning then they are more likely to embed this knowledge and remember it over time. This is because pupils have been given the opportunity to think deeply and recognise how knowledge is connected and related to their prior learning. 

Implementation

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 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.

Impact

After the implementation of this Computing curriculum, children at The Godolphin Junior Academy will be digitally literate and able to join the rest of the world on its digital platform.  They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.

As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

We measure the impact of our computing curriuclum through:

Mini quizzes and assessments 

Moderating outcomes of work 

Observation

Work scrutiny

Pupil voice 

Teacher voice