Aims and purpose
This curriculum enables pupils to become confident and efficient users of technology. The curriculum establishes the important knowledge in computing to provide a foundation for the technical nature of the subject. We aim for pupils to understand how the technology they use every day has an impact on the world around them, giving pupils the knowledge to express themselves and develop their ideas in real-world contexts.
Curriculum principles
Knowledge and vocabulary rich
This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, play in learning. In computing, knowledge and vocabulary are building blocks for developing confident users of technology. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. Being able to express themselves accurately and technically means pupils are better able to apply the knowledge they accumulate.
Sequenced and coherent
A careful and purposeful sequencing of our curriculum content underpins the design of our curriculum, ensuring that pupils are able to build on and make links with existing knowledge. The computing curriculum follows a spiral model where knowledge is revisited and expanded upon regularly. This approach ensures that as their technical understanding of computing develops, pupils can tackle more complex ideas with confidence, drawing upon previous learning.
Diverse
Our commitment to breadth and diversity in content, language, texts and media can be seen throughout the curriculum. Our curriculum draws on a range of contexts, to both demonstrate the breadth of application of computing and to help pupils see relevance in the curriculum. Pupils are taught how technology can be applied now and in the future. Our curriculum acknowledges the importance of open-ended problem-solving through carefully designed project tasks that enable pupils to create their own solutions, reflecting both how they work, as well as what interests and motivates them.
Accessible
Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Lessons are chunked into learning cycles and information is minimised to manage cognitive load.
Subject principles
Focuses on the knowledge and skills specific to computing, including:
How computer systems and networks function
We begin by introducing how IT is used in school and the wider world in key stage 1. We explore this further in key stage 2 when we establish that computers carry out tasks for humans.
The use of data to represent complex information and inform decision-making
Pupils understand how to use computers to process and present data as useful information for an audience in key stage 1, when numerical data is presented in pictograms. This is developed in key stage 2 when pupils learn how to structure data so that it can be efficiently processed for feedback to users.
The design and application of algorithms and data-driven models to create programs and AI solutions
In key stage 1 pupils learn that a computer can not intuitively complete tasks; humans program computers to carry out actions. There are repeated opportunities in key stage 1 and 2 to develop simple programs for a variety of scenarios, such as games and music, in order to reinforce understanding of key programming knowledge.
Enables pupils to use technology to present information and create solutions to real problems
Throughout the curriculum, computing is learnt in the context of creating solutions for the real world. In key stage 1 pupils learn about how to navigate a maze and digital artefacts that other people can view. Pupils continue to learn computing in context.
Examines the impact of current and emerging technologies on individuals and wider society including the legal, ethical and moral implications
Pupils explore the use of IT in the world around us in key stage 1. This is developed in key stage 2 as pupils learn about the influence of networks on expanding our view of the world.
National curriculum
There are four aims of the national curriculum. The first aim is that all pupils should understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation. This begins in key stage KS1, where pupils are introduced to the basics of algorithms by following step-by-step instructions to complete a task, such as directing a toy through a path. By key stage 2, pupils begin using block-based programming tools to create simple programs, reinforcing their understanding of abstraction and logic.
The second aim is for pupils to analyse problems in computational terms and gain repeated practical experience in writing programs to solve them. In key stage 2 pupils are tasked with designing simple games in Scratch, which requires them to break down the game mechanics into manageable parts and use their programming knowledge to implement them.
The third aim is that pupils should evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. In key stage 1 and key stage 2 pupils might explore familiar technologies like tablets or simple word processing software, understanding how they are used in everyday life and discussing their impact.
The final aim is for pupils to become responsible, competent, confident, and creative users of information and communication technology. This is interwoven into all areas of the curriculum. For instance, when pupils in key stage 2 explore the nature of online resources, they are also taught about digital responsibility, such as verifying the reliability of sources and protecting personal data.