Computing at Forest Fields
At Forest Fields Primary School, we aim to prepare our learners for the future by:
There are many cross-curricular learning opportunities which engage the children and enhance their experiences. We use the Forest Fields 50 challenge to aid children’s learning through a range of experiences beyond the classroom. We are looking to improve the uptake and use of the digital platform Google Classroom so pupils can share and evaluate work, so pupils can work effectively from home.
Aims of the curriculum
The school’s aims are to:
The national curriculum for computing aims to ensure that all pupils:
It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.
By the end of key stage 1 pupils should be taught to:
that programs execute by following a sequence of instructions
By the end of key stage 2 pupils should be taught to:
We believe that Computing is a necessary subject which prepares children to live in a world where technology is moving at a rapid pace. So much so that children are being prepared to work with technology that doesn’t even exist yet. For this reason, it is important that children are able to participate in the creation of these new technologies – placing greater emphasis on children as coders. Computing, in the National Curriculum, is split into three strands (Computer Science, Digital Literacy and Information Technology). It is important that children recognise the difference between what makes each one relevant to their future, as well as during their time at Forest Fields Primary School.
This will require high quality teaching of Computing, from reception to year six, that utilises a combination of practical lessons (within the computer suite) and theory lessons (within the children’s classrooms). Theory lessons, which are designed to promote discussion and nurture understanding, are highly relevant to other areas of the primary curriculum such as RSE.
Thus, the Computer Science strand should prepare children to understand what Computer Science is, as well as, complex computing concepts such as Algorithms. At Key Stage Two, this knowledge should be taught at a deeper level encouraging child to learn about decomposition, debugging, variables and controlling physical systems.
The Digital Literacy strand should prepare children to use the internet safely by giving them the knowledge to deal with inappropriate computing behaviours. This is echoed in the teaching and learning of appropriate computing behaviours. What is more, children will be taught how to take care of personal information, the differences between viruses and malware, and how to identify trustable sources. This is going to be taught through the use of Project Evolve, a website which highlights elements of e-safety that pupils need to be aware of.
The Information Technology strand should prepare children to work with computers and other devices (such as tablets, mobiles). This should enable them to understand how technology is developing and how it has progressed. This will require children to be taught about the main part of a computer, how data is stored and how to complete the most basic of computer functions (such as saving work, presenting information and creating art).
As part of the computing curriculum at Forest Fields, we know it is necessary for pupils to not only be able to use the internet but to surf it safely and responsibly. Within our computing curriculum, we have added the use of the Project Evolve Scheme to make sure children understand the 4 C’s of internet safety. These are contact (who pupils have contact with), content (the content that they are looking at), conduct (how they behave online) and commerce (are pupils aware of in-app purchases/online shopping).