Computing

Millbrook Computing Intent 

At Millbrook C.P School, our computing curriculum is designed to prepare our pupils for the digital world to enable them to reach their full potential through a broad and inspiring sequence of learning. It is our intent that children will develop the confidence and capability to use ICT safely and effectively through computing lessons. Our aim is for every pupil to become confident, independent users of technology; equipped to meet developing technology with resilience, confidence, enthusiasm and the skills that will prepare them for a future in an ever-changing world. We aim to ensure that the children have begun developing a skillset which would be suitable for employment in later life. 

We want to ensure that our curriculum is fully inclusive to every child.  Not only do we want them to be digitally literate and competent end-users of technology but through our computing lessons we want them to develop creativity, resilience, communication, problem-solving and critical thinking skills.  We want our pupils to have a breadth of experience to develop their understanding of themselves as individuals within their community but also as members of a wider global community and as responsible digital citizens. We want all children to understand the importance of being ready, respectful and safe at all times, both in the real world and online. We actively engage the children in developing their understanding of how to use the internet safely. We aim to stimulate children’s curiosity but ensure that they are equipped to be safe explorers and users of the online world. We believe children need to be aware of the world around them and be able to make smart decisions. 

Purpose of Study (DfE)

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

At Millbrook Community Primary School, we use NCCE Teach Computing as a scheme of learning from Year 1 to Year 6: Teach Computing.  In EYFS the children follow Knowsley CLC planning.

We use Project Evolve to teach online and e-safety: https://projectevolve.co.uk/

WHY WE USE NCCE TEACH COMPUTING CURRICULUM?

The NCCE Teach Computing Curriculum is taught in KS1 and KS2. The work of the National Centre for Computing Education is underpinned by 12 principles of Computing Pedagogy: Pedagogy (teachcomputing.org)

Our intent – To embed an inclusive, enriched computing curriculum with clear progression across the school. 

• Resources include a clear overview, scaffolding, exploratory tasks, clear progression and both formative and summative assessments.
• Each key stage has a clear curriculum map.
• Built around an innovative progression framework where computing content has been organised into interconnected networks we call learning graphs.
• Created by subject experts, using the latest pedagogical research.
• All of the content is free for you to use, and in formats that make it easy for us to adapt and expand t to meet the needs of our pupils.
• The ten strands allow the children to enjoy many elements of the computing curriculum and not just coding. Creative Media allows children to work on their creative skills whilst Computer Systems and Networks allow the children to understand computer networks including the Internet and how they can provide multiple services such as the World Wide Web.
• All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:
• Algorithms — Be able to comprehend, design, create, and evaluate algorithms
• Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks
• Computer systems — Understand what a computer is, and how its constituent parts function together as a whole
• Creating media — Select and create a range of media including text, images, sounds, and video
• Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
• Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts
• Effective use of tools — Use software tools to support computing work
• Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems
• Programming — Create software to allow computers to solve problems ■ Safety and security — Understand risks when using technology, and how to protect individuals and systems The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing. Whilst all strands are present at all phases, they are not always taught explicitly.

In the EYFS first and foremost, it is important to recognise that there will be no statutory requirement to use and learn about technology in the EYFS. Since the new Early Years Foundation Stage curriculum commenced in September 2021, the ‘Technology’ strand has been removed from ‘Understanding the World’ and has not been replaced with any updated guidance. At Millbrook we believe computing and technology are still vitally important subjects to deliver to Reception children. Not only will teaching a well-planned Computing curriculum ensure that children enter Year 1 with a strong foundation of knowledge, but Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning. Pupils will continue to follow the Knowsley CLC scheme of work.

We live in a technological world and there is no escape from the reality that technology is integrated into the lives of young children. Technology is now, and, in all likelihood, will always be in some form or other, a significant part of children’s lives. Just as we ensure the children in our care are ready for the adult world by teaching them maths and literacy, we should also make sure that they are fluent in computer literacy and all-important e-safety. Life is very digital. In reception much of what happens is about helping children to develop their understanding of the world around them and their place within it. At Millbrook we spend time with children exploring relationships, emotion, behaviour and culture in a bid to help them relate to others and understand what happens around them. We feel it is important to help them to understand how technology is used both in school and in their wider lives. It is important that we still talk about the technology we are using with children, answer their questions about technology and continue to include technology within role play areas.

In the EYFS, children are given a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers. Early Years learning environments feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or programming a toy. Recording devices can support children to develop their communication skills. EYFS pupils have access to cameras, recording buttons, ipads and beebots. During summer desktop computers will be used to encourage and develop hand/eye coordination using a mouse and keyboard to manipulate icons on the screen.