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COMPUTING

Computing

INTENT

 

In a world that is consistently developing technologically, we are working to ensure that we deliver a computing curriculum that advances in the same way. Our aim is to ensure that children have the knowledge and skills to flourish in the future technological environment they may find themselves in. Longitudinal studies done on computing taught to primary age children, show that children benefit from learning computing in a more detailed logical way, which equips them with these skills. Extensive investigations from the last four decades suggest that learning a deep and meaningful computing curriculum aids children in future employment, irrespective of their future career.  Research demonstrates that people pick up languages in childhood better than at any other age. Coding is simply just another language. So what better time to start?

 

Upon completion of base lines, which are carried out on entry into reception, only 10% of children are at age related expectations for technology. As many children’s prior experiences of technology are using tablets (in their many varieties), at Tithe Farm we endeavour to address this by providing a worthwhile and rich computing curriculum. This is why we feel it is important children understand technology is all around us and comes in many different forms.

 

At Tithe Farm we understand that we live in a rapidly changing world where learning to be technologically literate is essential for the up and coming generations. To do this we aim to ensure they are aware of how technology is used in day to day life and the beginning of how this technology is created.

 

In Key Stage 1 we begin to teach coding using simple yet precise sets of instructions to program using equipment such as Bee Bots and later on write these using a coding program called Scratch Junior. We strive to get children using the accurate vocabulary from early on. We encourage them, not only to use it, but to fully understand it. For example – coding, algorithms, debugging and logical reasoning. This is later built upon in Key Stage 2 where they delve further into how coding works and creating more complex algorithms on a variety of programs, including Scratch and Kodu.

 

Alongside this, of course, children continuously develop their skills of research, word processing and data handling, often through cross curricular links. At the forefront of our teaching is e-safety. This is comprehensively covered every term in every year group and examples include, cyberbullying, passwords, private information and digital footprint.

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