COMPUTING CURRICULUM STATEMENT
Our computing curriculum intent is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of different kinds.
By the time they leave Maltby Lilly Hall Academy, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.
At Maltby Lilly Hall Academy, computing is taught in a cross-curricular manner, but also discretely. We believe that computing is something that can be implemented across all subjects and used to enhance the provision throughout school. Teachers are using the ‘Purple Mash’ resource system as a basis for all computing elements. This is used as a foundation for the computing curriculum before implementing the skills into other recognisable programs, for example - Word, Excel and Espresso Coding. In school we have a central computing suite with a further two PC’s in each classroom. We will be developing the provision further to initially include two class sets of Apple iPads, an iPad per teacher and a class set of mobile laptops. This will ensure that all year groups and classes have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as their discreet computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.
The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what basic algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.
Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The quality of children’s learning is evident on Purple Mash, our main digital platform, which can also be used to share work and outcomes allowing children to become reflective in computing, as well as sharing and becoming supportive of work from their peers. Evidence such as this is recorded on Purple Mash and can be used to feed into teachers’ future planning. Teachers can then revisit misconceptions and knowledge gaps in computing when teaching other curriculum areas. This supports varied paces of learning and ensures all pupils make good progress.
Much of the subject-specific knowledge developed in our computing lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces. From research methods, use of presentation and creative tools and critical thinking, computing at Maltby Lilly Hall gives children the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.