Computing across our federation intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.
Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.
Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.
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Implementation: How do we teach Computing?
We deliver the aims and objectives set out within the national Curriculum through the guidance and suggested sequence of learning from the Digital Learning Cornwall’s computing curriculum.
Digital Learning Cornwall’s collated scheme provides the basis of our inspirational and rich computing curriculum.
Through a mixture of discrete and cross-curricular lessons across three main areas: Digital Literacy, Information Technology and Computer Science. Pupils are provided with a wealth of opportunities to develop their computing knowledge, understanding and proficiencies embedding their learning over time.
In EYFS we recognise the importance of teaching children basic computing skills as well as the importance of online safety. In addition, we also embrace the philosophy of Barefoot Computing which emphasises the development of Computational thinking through non-screen based tasks. Through our EFYS programme of study we ensure that children enter Year 1 with a strong foundation of knowledge, listening and problem-solving skills.
A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy their childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.
Within each year group topics include:
Self Image and Identity
This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.
This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.
This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.
Managing Online information
This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.
Health Well-being and Lifestyle
This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.
This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.
Privacy and Security
This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise.
Copyright and Ownership
This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.
This Framework is supplemented by the use of the Common Sense Education Scheme, providing further resources and links to digital literacy.
The activities empower learners to think critically, behave safely, and participate responsibly in our digital world - 21st-century skills which are essential for children and young people to harness the full potential of technology for learning.
To help with our implementation of the computing curriculum we have a variety of hardware available to all teachers, including:
All children and parents are provided with Class Dojo accounts to enable fast and effective communication and a platform for sharing and receiving work.
Impact: Following the implementation of this robust computing curriculum, children across our federation 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, but more importantly – safely. The biggest impact 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 and have consideration for their peers, their community and society as a whole.