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The teaching of computing at Greystones Primary School

Greystones Primary School - Computing Curriculum Statement

 

1. Sheffield Computing Scheme Curriculum Progression Map

2. Sheffield Computing Scheme of Work Introduction

 

Intent 

At Greystones Primary School we offer a Computing curriculum which enables children to develop competence to excel in a broad range of computing skills based on the National Curriculum. We offer a high-quality computing education to equip pupils to use computational thinking and creativity to understand and change the world. We also aim to ensure that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. 

Implementation 

 

A discrete computing lesson is taught once a week, and opportunities for cross-curricular learning are embedded into other subjects.  Our Computing curriculum covers the skills defined in the National Curriculum through themes which will challenge, motivate and inspire children.  Progression is planned around knowledge, skills and vocabulary so that pupils leaving in year 6 will be equipped with the tools needed to be successful in secondary school. 

 

Our computing teaching is delivered in five strands: 

  • Key Skills (Computer; Mouse & Keyboard Skills; Logging on; Opening & saving work; Organising Files; Searching for Information) 

  • Communicating Text and Images 

  • Communicating Multi Media 

  • Understanding and Sharing Data 

  • Programming 

    Online safety is considered throughout the curriculum and is also covered in our RSHE lessons.  The strands work across all year groups and follow on from each other to promote the progression of learning and skills. 

 

Impact 

Computing is assessed through teacher judgment and is monitored by the subject leader through a series of strategies such as learning scrutinies and pupil voice, which supports making accurate judgments of what the children have learnt and whether they are able to make use of the skills they have learnt by becoming digitally literate, at a level suitable for the future workplace, and as active participants in a digital world.