Our computing curriculum enables pupils to become confident and efficient users of technology.
The curriculum establishes the important knowledge in computing to provide a foundation for the technical nature of the subject.
We aim for pupils to understand how the technology they use every day has an impact on the world around them, giving pupils the knowledge to express themselves and develop their ideas in real-world contexts.
This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, play in learning. In computing, knowledge and vocabulary are building blocks for developing confident users of technology. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance.
Being able to express themselves accurately and technically means pupils are better able to apply the knowledge they accumulate. Computing-specific vocabulary is introduced from the first lesson and definitions are developed throughout the curriculum in an age-appropriate manner. Explanations of terms are redefined as new knowledge is learnt, adding nuance and detail.
This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, play in learning. In computing, knowledge and vocabulary are building blocks for developing confident users of technology. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance.
Being able to express themselves accurately and technically means pupils are better able to apply the knowledge they accumulate. Computing-specific vocabulary is introduced from the first lesson and definitions are developed throughout the curriculum in an age-appropriate manner. Explanations of terms are redefined as new knowledge is learnt, adding nuance and detail.
There are four aims of the national curriculum. The first aim is that all pupils should understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation. This begins in key stage KS1, where pupils are introduced to the basics of algorithms by following step-by-step instructions to complete a task, such as directing a toy through a path. By key stage 2, pupils begin using block-based programming tools to create simple programs, reinforcing their understanding of abstraction and logic.
The second aim is for pupils to analyse problems in computational terms and gain repeated practical experience in writing programs to solve them. In key stage 2 pupils are tasked with designing simple games in Scratch, which requires them to break down the game mechanics into manageable parts and use their programming knowledge to implement them.
The third aim is that pupils should evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. In key stage 1 and key stage 2 pupils might explore familiar technologies like tablets or simple word processing software, understanding how they are used in everyday life and discussing their impact.
The final aim is for pupils to become responsible, competent, confident, and creative users of information and communication technology. This is interwoven into all areas of the curriculum. For instance, when pupils in key stage 2 explore the nature of online resources, they are also taught about digital responsibility, such as verifying the reliability of sources and protecting personal data. Throughout their schooling, pupils are regularly reminded of their responsibility to use technology safely and ethically, aligning these lessons with those from the RSHE curriculum to build a comprehensive understanding of digital citizenship.
How is e-safety taught in our computing curriculum and where does it link to our RHE curricula?
Pupils are taught to use technology responsibly and safely throughout their education. To ensure pupils learn about this regularly it is integrated across the curriculum rather than taught in explicit e-safety lessons. Our computing curriculum revisits and reinforces key learning from our RHE lessons within the context of computing topics.
Should you have any questions about the curriculum, please contact Mr Joseph via info@thelight-school.org
Registered charity number: 1205811
Suite 1, Queensgate Centre, Orsett Road, Grays. RM17 5DF
Phone: 01375 271017
A forward-thinking classical Christian school equipping children with Godly character, academic excellence and leadership skills
