Computing


Computing at the Wye Forest Federation

At the Wye Forest Federation (WFF) we believe that computing is an integral part of everyday life in our modern society and that we, as a federation, need to equip our children with the skills, knowledge and cultural capital in order that they succeed in life. In an increasingly diverse digital world there now exists a wealth of software, tools and technologies that can be used to communicate, collaborate, express ideas and create digital content. At the WFF, we recognise that pupils are entitled to a broad and balanced computing education with a structured, progressive approach to learning how computer systems work, the use of information technology and the skills necessary to become a digitally literate citizen and participate fully in the modern world.

Rationale

At the WFF, our curriculum is driven by our vision and a focus on diversity, independence, active learning and a sense of belonging and therefore the computing curriculum has been designed to enable children to develop and thrive within these areas in particular. Our schools believe that information technology, computer science and digital literacy:

  •        Are essential life skills necessary to fully participate and belong in the diverse, modern digital world;
  •        Allow children to become active creators of digital content, taking ownership rather than simply consumers of it;
  •        Provides access to a rich and varied source of information and content;
  •        Communicates and presents information in new ways, which helps pupils understand, access and use it more readily;
  •        Can motivate and enthuse pupils;
  •        Offers opportunities for communication and collaboration through group working;
  •        Offer opportunities for pupils to develop resilience through embracing and enjoying the challenges that the digital world present.

 

We aim to:

  •        Provide a diverse, balanced, challenging and enjoyable curriculum for all pupils;
  •        Develop pupils’ computational thinking skills that will benefit them throughout their lives;
  •        Meet the requirements of the national curriculum programmes of study for Computing at Key Stage 1 and 2;
  •        Respond to new developments in technology;
  •        Equip pupils with the confidence, resilience and skills to use digital tools and technologies throughout their lives;
  •        Enhance and enrich learning in other areas of the curriculum using information technology and computing technologies;
  •        Develop the understanding of how to use computers and digital tools safely and responsibly.

 

Our aim for pupils:

 

  •        By the end of key stage 1 pupils are taught to:
  •        understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions;
  •        write and test simple programs;
  •        use logical reasoning to predict the behaviour of simple programs;
  •        organise, store, manipulate and retrieve data in a range of digital formats;
  •        Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

 

By the end of key stage 2 pupils are taught to:

  •        design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts;
  •        use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs;
  •        use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs;
  •        understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration;
  •        describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely;
  •        Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
 

Early Years Foundation Stage (EYFS)

 

It is important in the foundation stage to give children a broad, play-based experience of IT and computing in a range of contexts, including off-computer activities and outdoor play. Computing is not just about computers. Early years learning environments should feature information technology scenarios based on diverse experiences in the real world, such as in role play. Children gain confidence, resilience, control and language skills through opportunities such as ‘programming’ each other using directional language to find toys/objects, creating artwork using digital drawing tools and controlling programmable toys. Whilst exploring in these ways, it is important that children develop the ability to independently decide which technologies are best to use in different situations and that a device is not just handed to them in each scenario. Outdoor exploration is an important aspect and actively using digital recording devices such as video recorders, cameras and microphones can support children in developing communication and collaboration skills. Using equipment through play as a cross-curricular way to explore will allow children to develop their understanding of our technologically diverse world.