Computing

In line with the National Curriculum for Computing, our aim at St Therese is to provide a high-quality Computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

By the time they leave our school,  we want our children to have gained key knowledge and skills in the three main areas of the computing curriculum: Computer Science (programming and understanding how digital systems work), Information Technology (using computer systems to store, retrieve and send information) and Digital Literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

 We ensure that through our Computing curriculum all of  our pupils:

• can understand and apply the principles and concepts of computer science, including abstraction, logic, algorithms and data representation  
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems  
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems  
• are safe, responsible, competent, confident and creative users of information and communication technology.

We want to teach the National Curriculum minimum expectations for Key Stages 1 and 2.

Our Computing curriculum is in three strands over 6 units.:

Computer Science

Algorithms and Programming: Pupils’ knowledge of algorithms which increase in complexity

Programming (sequence/selection/repetition)

Data: Pupils learn useful component knowledge to support their understanding of data.

Systems: Pupils develop knowledge of systems through knowledge of input, process and output.

Information technology

Digital artefacts: Pupils develop knowledge in multiple applications.

Computing contexts: Pupils develop knowledge of how computers can be used purposefully both locally and globally.

Digital literacy

Mechanics: Plans identify the knowledge pupils need to use devices effectively.

Searching/selecting information

Pupils develop knowledge of how to search for information effectively.

Pupils are taught what makes information more or less reliable.

E-safety: Knowledge of e-safety is progressive between different year groups (see progression document) .

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