‘Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st Century, computing is an essential skill to learn’
Professor Stephen Hawking
Purpose of study
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures 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.
DfE Statutory guidance – National curriculum in England: computing programmes of study.
Published 11 September 2013
Holland Park Curriculum Intent Statement for Computing
At Holland Park, we offer a computing curriculum that delivers a broad and deep understanding of computing embedded across all subjects of the curriculum, and how it links into pupil’s lives. We use the Kapow computing curriculum scheme to ensure consistency and progression, across the year groups. The key knowledge and skills focus on understanding how technology works, using technology for specific purposes, communicating through information technology, coding to accomplish specific goals, and using technology responsibly. Our curriculum aims to offer a range of opportunities for pupils to consolidate, challenge and offer variety, which is bespoke to topic themes. Pupils will enjoy being curious through a range of critical-thinking problem solving challenges, application of skills, and be able to reflect on their computing journey across key stages. With technology being accessible to every child, we want them to flourish, become autonomous, and develop into digital citizens of the future.
Holland Park Curriculum Principles for Computing
What computing looks like at HP
· Computing lessons taught as standalone lessons, but linked to other areas of the curriculum where appropriate and meaningful
-Vocabulary practice- to retain and use in context.
· During computing, each child will have access to a device
· Each year builds on learning from previous years to allow for progression
· Variation of computing skills, between computer science, real-world applications and digital communication
How we are going to achieve everything that is set out in the curriculum intent statement
· So that it is embedded regularly, computing will be taught once a term
· Each term will cover a different aspect of computing
· Where appropriate, lessons will revolve around accomplishing a real-life task or task linked to another area of the curriculum
· To ensure its broad coverage, our curriculum is closely framed around the National Curriculum
Non-negotiables/expectations for staff and pupils
-As the use of technology continues to become an integral part of our daily lives, it is vital that e-safety be the forefront of every computing block. Therefore, e-safety lessons will be taught at the start of each computing block.
-At its core, coding will be used effectively where the challenge is to solve an immediate problem. Children will be taught how to decompose problems into manageable tasks. Therefore, coding sessions will begin with Fermi-style* problems.
-To ensure computing is accessible to all learners, coding sessions will include the use of physical code blocks that children can use and manipulate. Moreover, these will create opportunities that foster computing-talk, predicting the behaviour of their intended codes, and to enable them to debug code.
*Fermi-style questions and problems are based on the work of Italian Physicist, Enrico Fermi – these are problems where many of the questions don’t have clear cut answers, and sometimes alternative paths to solutions are possible.