Implementation - How Do We Deliver the Computing Curriculum?
Our Computing Curriculum design is based on Chris Quigley Essentials Curriculum. Underpinned by the curriculum drivers, our computing curriculum sets out:
A clear approach as to when the aspect of computing are covered. At early years, this is rooted in the children’s everyday experiences and the children have access to a range of programmable toys, iPads and interactive whiteboard. As they move into years one and two, they focus on developing their skills in basic coding, using Bee-bots and progress to using Scratch. As they progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further develop their programming skills. Online safety is frequently addressed within lesson, as well as the national ‘Safer Internet Day’ and regular updates for parents.
The road map gives you a really good overview of our computing curriculum from nursery to Year 6.
The ‘threshold concepts’ are what pupils should understand and the skills they should develop. In Computing, these are returned to again and again across all year groups, they are what develops us as artists. These include:
This returning to the same thing again and again is called interleaving.
The detailed progression can be found in the document below.
Impact - How Do We Help Children Get to a Deep Level of Understanding?
Through the explicit teaching of skills in computing, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we return to the threshold concepts again and again.
Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age. For example, in year one, children will have a basic understanding of art at an age appropriate level, but by revisiting this they should have a deeper level of understanding and have developed their skills by year two.