Computing

To find out more information about our cross curricular approach in STEM, please click below.

STEM

At Long Toft Primary school, our computing curriculum looks like this: 

Intent

The aims of our computing curriculum are:

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

In Key Stage 1, children are taught to understand what algorithms are and how they are implemented as programs on digital devices.  They are taught that programs execute by following precise and unambiguous instructions. They create, debug and use logical reasoning to predict the behaviour of simple programs.   Children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. They recognise common uses of information technology beyond school. 

Children in Key Stage 2 are taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.  They are taught to solve problems by decomposing them into smaller parts.  They use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Children are taught to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.  Children understand computer networks including the internet and how they can provide multiple services, such as the World Wide Web and the opportunities they offer for communication and collaboration. They are taught to use search technologies effectively, appreciate how results are selected and ranked, be discerning in evaluating digital content select.  Children use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Children also use technology safely, respectfully and responsibly, keeping personal information private.  They take part in Internet Safety Day, school assemblies by staff and talks by outside agencies such as the police. Children are shown where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Implementation

 Currently, EYFS does not have statements related to computing as part of their curriculum other than birth to 5 months. However, at Long Toft Primary School we choose to introduce our EYFS learners to: 

• Computer science through the use of code-a-pillars. 
• Information technology through the use of iPads 
• Digital literacy through role playing the use of technology in the home. 

We have made the decision to introduce our children to these elements of the computing curriculum in EYFS as we are aware that our children come into school with a familiarity with technology. Therefore, we want to harness this strength and build up on it moving forward through their journey in Long Toft. 

In years 1-4, the children in our school access their computing learning through Purple Mash as this enables them to build a range of skills successfully. In years 5-6, the children access their computing learning through the NCCE's scheme. This scheme allows them to build upon the skills they have previously learnt using Purple Mash and apply it to real-life contexts and software. 

What will it look like in the classroom?

First hand experiences with devices such as laptops, cameras, iPads, Micro:bits with children showing enthusiasm towards using devices and recognizing their own progression in skills.

A classroom environment that encourages a secure, deeper learning and mastery of computing skills.

A child-led approach to computing learning.

Vocabulary

Previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Pupil voice and records of work will show…

• An engaging computing curriculum which develops their working computationally ability.
• Photographs of children taking part in computing lessons.
• That pupils develop a range of skills and knowledge across all parts of the computing curriculum.
• Confidence in discussing their learning and experiences as a computer scientist. 

Computing

To find out more information about our cross curricular approach in STEM, please click below.

STEM

At Long Toft Primary school, our computing curriculum looks like this: 

Intent

The aims of our computing curriculum are:

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

In Key Stage 1, children are taught to understand what algorithms are and how they are implemented as programs on digital devices.  They are taught that programs execute by following precise and unambiguous instructions. They create, debug and use logical reasoning to predict the behaviour of simple programs.   Children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. They recognise common uses of information technology beyond school. 

Children in Key Stage 2 are taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.  They are taught to solve problems by decomposing them into smaller parts.  They use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Children are taught to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.  Children understand computer networks including the internet and how they can provide multiple services, such as the World Wide Web and the opportunities they offer for communication and collaboration. They are taught to use search technologies effectively, appreciate how results are selected and ranked, be discerning in evaluating digital content select.  Children use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Children also use technology safely, respectfully and responsibly, keeping personal information private.  They take part in Internet Safety Day, school assemblies by staff and talks by outside agencies such as the police. Children are shown where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Implementation

 Currently, EYFS does not have statements related to computing as part of their curriculum other than birth to 5 months. However, at Long Toft Primary School we choose to introduce our EYFS learners to: 

• Computer science through the use of code-a-pillars. 
• Information technology through the use of iPads 
• Digital literacy through role playing the use of technology in the home. 

We have made the decision to introduce our children to these elements of the computing curriculum in EYFS as we are aware that our children come into school with a familiarity with technology. Therefore, we want to harness this strength and build up on it moving forward through their journey in Long Toft. 

In years 1-4, the children in our school access their computing learning through Purple Mash as this enables them to build a range of skills successfully. In years 5-6, the children access their computing learning through the NCCE's scheme. This scheme allows them to build upon the skills they have previously learnt using Purple Mash and apply it to real-life contexts and software. 

What will it look like in the classroom?

First hand experiences with devices such as laptops, cameras, iPads, Micro:bits with children showing enthusiasm towards using devices and recognizing their own progression in skills.

A classroom environment that encourages a secure, deeper learning and mastery of computing skills.

A child-led approach to computing learning.

Vocabulary

Previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Pupil voice and records of work will show…

• An engaging computing curriculum which develops their working computationally ability.
• Photographs of children taking part in computing lessons.
• That pupils develop a range of skills and knowledge across all parts of the computing curriculum.
• Confidence in discussing their learning and experiences as a computer scientist. 

Computing

To find out more information about our cross curricular approach in STEM, please click below.

STEM

At Long Toft Primary school, our computing curriculum looks like this: 

Intent

The aims of our computing curriculum are:

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

In Key Stage 1, children are taught to understand what algorithms are and how they are implemented as programs on digital devices.  They are taught that programs execute by following precise and unambiguous instructions. They create, debug and use logical reasoning to predict the behaviour of simple programs.   Children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. They recognise common uses of information technology beyond school. 

Children in Key Stage 2 are taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.  They are taught to solve problems by decomposing them into smaller parts.  They use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Children are taught to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.  Children understand computer networks including the internet and how they can provide multiple services, such as the World Wide Web and the opportunities they offer for communication and collaboration. They are taught to use search technologies effectively, appreciate how results are selected and ranked, be discerning in evaluating digital content select.  Children use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Children also use technology safely, respectfully and responsibly, keeping personal information private.  They take part in Internet Safety Day, school assemblies by staff and talks by outside agencies such as the police. Children are shown where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Implementation

 Currently, EYFS does not have statements related to computing as part of their curriculum other than birth to 5 months. However, at Long Toft Primary School we choose to introduce our EYFS learners to: 

• Computer science through the use of code-a-pillars. 
• Information technology through the use of iPads 
• Digital literacy through role playing the use of technology in the home. 

We have made the decision to introduce our children to these elements of the computing curriculum in EYFS as we are aware that our children come into school with a familiarity with technology. Therefore, we want to harness this strength and build up on it moving forward through their journey in Long Toft. 

In years 1-4, the children in our school access their computing learning through Purple Mash as this enables them to build a range of skills successfully. In years 5-6, the children access their computing learning through the NCCE's scheme. This scheme allows them to build upon the skills they have previously learnt using Purple Mash and apply it to real-life contexts and software. 

What will it look like in the classroom?

First hand experiences with devices such as laptops, cameras, iPads, Micro:bits with children showing enthusiasm towards using devices and recognizing their own progression in skills.

A classroom environment that encourages a secure, deeper learning and mastery of computing skills.

A child-led approach to computing learning.

Vocabulary

Previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Pupil voice and records of work will show…

• An engaging computing curriculum which develops their working computationally ability.
• Photographs of children taking part in computing lessons.
• That pupils develop a range of skills and knowledge across all parts of the computing curriculum.
• Confidence in discussing their learning and experiences as a computer scientist. 

Computing

To find out more information about our cross curricular approach in STEM, please click below.

STEM

At Long Toft Primary school, our computing curriculum looks like this: 

Intent

The aims of our computing curriculum are:

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

In Key Stage 1, children are taught to understand what algorithms are and how they are implemented as programs on digital devices.  They are taught that programs execute by following precise and unambiguous instructions. They create, debug and use logical reasoning to predict the behaviour of simple programs.   Children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. They recognise common uses of information technology beyond school. 

Children in Key Stage 2 are taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.  They are taught to solve problems by decomposing them into smaller parts.  They use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Children are taught to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.  Children understand computer networks including the internet and how they can provide multiple services, such as the World Wide Web and the opportunities they offer for communication and collaboration. They are taught to use search technologies effectively, appreciate how results are selected and ranked, be discerning in evaluating digital content select.  Children use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Children also use technology safely, respectfully and responsibly, keeping personal information private.  They take part in Internet Safety Day, school assemblies by staff and talks by outside agencies such as the police. Children are shown where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Implementation

 Currently, EYFS does not have statements related to computing as part of their curriculum other than birth to 5 months. However, at Long Toft Primary School we choose to introduce our EYFS learners to: 

• Computer science through the use of code-a-pillars. 
• Information technology through the use of iPads 
• Digital literacy through role playing the use of technology in the home. 

We have made the decision to introduce our children to these elements of the computing curriculum in EYFS as we are aware that our children come into school with a familiarity with technology. Therefore, we want to harness this strength and build up on it moving forward through their journey in Long Toft. 

In years 1-4, the children in our school access their computing learning through Purple Mash as this enables them to build a range of skills successfully. In years 5-6, the children access their computing learning through the NCCE's scheme. This scheme allows them to build upon the skills they have previously learnt using Purple Mash and apply it to real-life contexts and software. 

What will it look like in the classroom?

First hand experiences with devices such as laptops, cameras, iPads, Micro:bits with children showing enthusiasm towards using devices and recognizing their own progression in skills.

A classroom environment that encourages a secure, deeper learning and mastery of computing skills.

A child-led approach to computing learning.

Vocabulary

Previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Pupil voice and records of work will show…

• An engaging computing curriculum which develops their working computationally ability.
• Photographs of children taking part in computing lessons.
• That pupils develop a range of skills and knowledge across all parts of the computing curriculum.
• Confidence in discussing their learning and experiences as a computer scientist.