Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum
Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.
The characteristics of a proficient user of technology at East Farleigh:
Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
An understanding of the connected nature of devices.
The ability to communicate ideas well by using applications and devices throughout the curriculum.
The ability to collect, organise and manipulate data effectively.
A knowledge of computing is vital to success in an ever more technology-based world. Children interact and use computing devices in every aspect of their lives and will continue to do so into their further study and adult lives. It’s vital that we empower children and give them the tools to further develop their computational thinking and skills to give them the ability to take their learning further in their education and lives.
When addressing these concepts, we aim to engage children to immerse themselves in the computational world, to solve puzzles and problems, to discover new and exciting mediums to which to express themselves, and to be safe and critical internet users. We want to encourage the children to realise that computing is inherently a creative subject, a subject to which many of the modern creative art forms, such as video gaming, animation and art now encompass and rely upon to find new, exciting ways to express human creativity.
We also want the children to understand how computing, and computational thinking, is a pathway to solving many problems, and has been a key way of thinking that has played a pivotal role in human history. From Alan Turing and his work at Bletchley Park developing Ultra intelligence and the cracking of the Enigma code, to Margaret Hamilton, who without her code, The Apollo 11 program would not have been the success we know today.
Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities provide pupils with extra resources, such as visual prompts, to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences.
"The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:"
■ Algorithms — Be able to comprehend, design, create, and evaluate algorithms
■ Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks
■ Computer systems — Understand what a computer is, and how its constituent parts function together as a whole
■ Creating media — Select and create a range of media including text, images, sounds, and video
■ Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
■ Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts
■ Effective use of tools — Use software tools to support computing work
■ Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems
■ Programming — Create software to allow computers to solve problems
■ Safety and security — Understand risks when using technology, and how to protect individuals and systems
Curriculum Concepts: Computing
What do our pupils think?
Progression: Primary Themes
Computer Systems and Networks
Design and Development
Data and Information
Data and Information
Design and Development
For each unit, teachers follow the NCCE learning graphs which demonstrate progression through concepts and skills. Below is an example from Year 3: Programming: Events and Actions in Programs
End of year teacher assessments, which take into account engagement in lessons, quality of outcomes and results from any POP/ summative tasks, help to form a judgement about a child's attainment within the subject. These judgements are made in relation to a child's progress towards mastering biannual milestones against four essential threshold concepts (see above).
Possible Career Aspirations for the Future
Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and NCCE Teach Computing Curriculum. We are currently introducing each unit of the curriculum and units may therefore not be taught in the stated order.