Computing
‘Computing empowers students to create the world of tomorrow.’
Satya Nadella (CEO of Microsoft)
With the increased use of technology in all spheres of our lives, this unprecedented revolution will have extraordinary implications for the pupils of today and the range of skills they will require in everyday life. As such the computing curriculum must keep up with the pace of technological change to remain effective and equip pupils to be effective and productive in today’s society.
Through our curriculum, pupils:
- learn and apply the fundamental concepts of computer science;
- utilise computational thinking and new and unfamiliar technology to analyse and solve problems;
- become confident, responsible and resilient users of information and technology.
We teach and assess our curriculum through our curriculum related expectations:
| Year 6 | Year 7 | Year 8 | |
| Algorithms | I can recognise that different solutions exist for the same problem. | I can identify that different algorithms exist for the same problem. | I can evaluate algorithms and appreciate that some have different performance characteristics for the same task |
| Programming and Development | I know the difference between and can use ‘if and if’ ‘then and else’ statements appropriately. | I can define data types: real numbers and Boolean. | I can use nested selections statements. |
| Data and Data Representation | I can perform more complex searches for information e.g. using Boolean and relational operators. | I can show how bit patterns represent numbers and images. | I can identify different data used in a simple program, such as a variable and the storage structure for that data. |
| Hardware and Processing | I can identify the main functions of the operating system. | I can explain the function of the main internal parts of basic computer architecture. | I can identify the basic function and operation of location addressable memory. |
| Communication and Networks | I can select, combine and use internet services. I can show responsible use of technologies and online services and I know a range of ways to report concerns. | I can explain how to construct static web pages using HTML and CSS. | I can use technologies and online services securely, and know how to identify and report inappropriate conduct. |
| Information Technology | I can make appropriate judgements about digital content when evaluating and repurposing it for a given audience. | I can evaluate the appropriateness of digital devices, internet services and application software to achieve given goals. I can recognise ethical issues surrounding the application of information technology beyond school. | I can evaluate the trustworthiness of digital content and evaluate the effectiveness of digital artefacts for a given audience. |
| Theory | I can apply theoretical fundamentals. |
Curriculum Overview
Year 6
| Topic | Skills |
| Set up accounts | Office 365. Bromcom. Folders. |
| Theory Fundamentals | Research. Software collaboration. Real life applications. Computational thinking. Application of knowledge. |
| E-Safety | Planning. Graphical skills. Presentation skills. Use of export and import of media. Computational thinking. |
| Minecraft Project | Collaboration. Product design and research. Multiple uses of software. Computational thinking. Planning. Graphical skills. |
Year 7
| Topic | Skills |
| Theory | Research. Software collaboration. Real life applications. Computational thinking. Progressive knowledge application. |
| Website Planning | Multiple uses of software to create all elements of their own website. Planning. Computational thinking. Independence. Deadlines. Links to careers |
| Website Creation | Multiple uses of software to create all elements of their own website. Planning. Computational thinking. Independence. Deadlines. Links to careers |
| Game Creation | Choice. Planning, creation, testing, Computational thinking. Deadlines. Links to careers. |
Year 8
| Topic | Skills |
| Theory | Research. Software collaboration. Real life applications. Computational thinking. Progressive knowledge/greater depth application. |
| Excel | Review of skills from previous subjects/schools. Progressive knowledge/greater depth application. Computational thinking. |
| Access | Review of skills from previous subjects/schools. Progressive knowledge/greater depth application. Computational thinking. |
| Text-based Programming | Text-based programming. Planning, creation and testing. Computational thinking. |
| App Creation/ Block/Text-based Programming | Planning, creating, programming, and testing. Computational thinking. Real life applications. Multimedia elements. Progressive knowledge/greater depth application. |
| Physical Computing | Planning, programming and testing. Real life applications. Computational thinking. Use of different software and hardware components. Research. Software collaboration. Real life applications. Computational thinking. Progressive knowledge/ greater depth application. |
Additional Learning Opportunities
- Minecraft Club
- Gaming Club
- Assistance/advice/improvements/completion of work, available every lunch time if required.
Useful Links
- https://www.bbc.co.uk/bitesize/subjects/zft3d2p
- www.raspberrypi.org/education
- www.scratch/mit.edu
- www.codeclub.org.uk
Last Updated: June 2023