At Bayford our computing curriculum aims to equip our children with the skills to use computational thinking and creativity to understand and change the world. Computing is taught in school across EYFS, KS1, Lower KS2 and Upper KS2. The computing curriculum encourages children to understand and equip themselves with computational thinking that addresses the challenges and opportunities offered by the technologically rich world in which we live.
We teach Computing through the use of the Herts for Learning (HFL) Computing Scheme which has been created to support the teaching of computing, including computer science, information technology, digital literacy, and the safe and appropriate use of technology. It is designed to embrace new technologies and the latest thinking as well as to meet statutory curriculum requirements.
Each class follows a sequence of learning which covers content divided into five strands which provide coverage and balance: Create, Digital Research, Info…Info, Digital Communication and eWorlds. Over the course of the year children build upon prior knowledge which they can use throughout their primary education. This results in gradual progression and mastery of the subject.
Explanation of the Strands
Select and use a range of digital applications purposefully on different digital devices to create, organise, manipulate, store, retrieve, review and present varied digital content (word-based, still and moving image, animation, sound etc.) for specific purposes. Combine digital materials from different sources to create digital content to achieve given goals.
Become discerning, safe and responsible users of online technologies; derive data from a number of sources, including pictorial; use digital research tools effectively, understanding broadly how they work and considering factors affecting search results; evaluate the resulting data, refining and editing it to make it their own, respecting copyright and ownership and crediting sources.
Collect, organise, evaluate and analyse data to present it as information; use a range of tools including databases (branch and flat file), spreadsheets and any form of graph, chart, diagram, table or list (eg. pictograms, bar and pie charts, line graphs, Carroll and Venn diagrams, mind maps etc.); use dataloggers and sensors to monitor changes in environmental conditions collect data which they can analyse and use in other applications. Develop models to explore patterns and test hypotheses.
Develop an understanding of the networks and systems used for digital communication; use a range of digital tools safely and appropriately for communication and collaboration to support learning in and beyond school; keep personal information secure, respect the rights of others and demonstrate and promote good eSafe behaviour.
Develop an understanding of programming in the context of automated devices and systems as well as that of simulations and games. Relate this to the creation of algorithms and their implementation as programs, applying logical reasoning and precision and using decomposition to break problems into smaller parts. Design, create, test, debug and refine programs for specific purposes using different command languages and working in both onscreen and physical environments. Understand and use sequence, repetition, selection and variables appropriately to improve efficiency. Program inputs and outputs in physical and onscreen systems, including inputs from sensors and environmental monitoring. Predict the outcome of programs, using this to support good programming practice.