Computing
Our aim is to give children a thorough and ambitious education in computing, equipping them to use technology, computational thinking and creativity to understand and change the world. It is now more important than ever that children understand how to use technology positively, responsibly and safely, and that they see good models of this.
By the time they leave LHPA, children will have gained key knowledge and skills in the three main strands of the National Curriculum for Computing (2014). These strands are: computer science (programming and understanding how digital systems work), information technology (using computer systems to create, store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).
Our knowledge-based curriculum enables children to understand how computers and computer systems (such as the internet) work, and how they are designed and programmed. It ensures they know what to do if they have concerns about anything they encounter online, and how to be safe, responsible, and respectful when using the internet. Equally, there are many opportunities for learners to apply their evolving knowledge imaginatively, becoming fluent and creative in their mastery of computing. The depth and breadth of our coverage aims to provide all our children with a solid grounding for future learning and the ability to become active digital citizens in the modern world.
At LHPA, each child has a computing lesson once per week, taught by teachers who specialise in computing and using our bespoke curriculum and planning. The key knowledge and skills that must be taught within each unit have been identified and carefully mapped to support the progression of children’s learning across the primary phases, building towards mastery of the end of key stage objectives from the National Curriculum. Class teachers are also required to use iPads at least once per half term per subject to develop and adapt computing units within the framework of the wider curriculum to develop rich links with engaging contexts in other subjects and topics, while still ensuring systematic coverage of objectives. After completing a unit, learners complete a brief key knowledge quiz to assess their retention and understanding of core facts and concepts. They also self-assess their confidence in the skills practised throughout the project.
The implementation of our new progression framework in computing ensures a balanced coverage of the three computing strands (computer science, information technology and digital literacy). The children work on all three strands each year. As they progress through the school, children build on their prior learning within each strand, covering new or deeper knowledge and developing their technical skills. The relevant, context-embedded computing experiences through which this knowledge-based curriculum is taught will benefit learners in secondary school, further education and future workplaces. From research methods, use of presentation and creative tools and computational and critical thinking, computing at LHPA gives children the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.
Our approach to the curriculum provides fun, engaging and meaningful learning for all pupils. Children understand not only the content that is taught but the opportunities offered to them by their computing education, enabling them to become creators and change-makers in our digital world. The impact of our curriculum and the quality of children’s learning is evident in their work, which is saved and celebrated on Seesaw (an online platform). Monitoring of these outcomes, alongside pupil and staff voice, allows the subject lead to ensure the knowledge-based curriculum taught is being learned and retained by all pupils. All this information also feeds into teachers’ future planning and enables assessment of pupil’s knowledge and skills. Through cross-curricular uses of computing in other subjects, teachers can revisit misconceptions and knowledge gaps in computing in tandem with other curriculum areas. This supports varied paces of learning and ensures all pupils make good progress.
