Computing

Long Term Map

Overview

At Woodstock Primary Academy, It is our intent through our computing curriculum to give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish. With technology becoming an ever-increasing vital part of our daily lives, it is our aim to instil a sense of enjoyment around using technology whilst also offering an appreciation of its capabilities. Through our curriculum, we want our pupils to be digitally competent with a range of transferable skills to be able to operate in a future 21st century workplace. 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, 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.

At Woodstock our computing is taught in discreet computing lessons using a high-quality scheme of work that has been closely referenced against the 2014 National Curriculum attainment targets in order to ensure progression and coverage. Having discreet lessons means that the children are able to develop depth in their knowledge and skills over the duration of each of their computing topics whilst giving computing a clear identity as a curriculum subject. Where appropriate, meaningful links will be made between the computing curriculum and the wider curriculum. In computing lessons, the children will use laptops in order to access a range of apps and software with a focus on the curriculum skills of information technology, digital literacy and computer science. Children will have the opportunity to learn about computer systems and networks, programming, creating media, data handling and online safety in a cyclical manner in order to revisit and build upon previously taught knowledge and skills.

We measure the impact of our computing curriculum by monitoring through both formative and summative assessment opportunities. Each unit has a planned quiz to identify the impact of our curriculum on pupils’ learning, whilst also using regular monitoring and ongoing feedback opportunities such as retrieval practise, questioning and learning walks. Pupil voice is also undertaken in order for children to have an active role in what they are learning and to achieve their full potential in computing.