Information Communication technology
Curriculum Intent Statement
We believe that all children who attend Harper Green School should be adequately skilled when it comes to understanding and using computers, so that they are ready for their wider education and equipped for the world of work. Computing expertise has become one of the most important areas of contemporary learning and it is essential that our pupils learn and can apply the theories of computational thinking and become computer literate in the process.
Our curriculum follows the fundamental school principles which ensure that pupils are nurtured and supported but also challenged and equipped to develop. They are provided with amazing opportunities to use modern technology and hone their skills with well-equipped classrooms and specialist teaching.
One of our major responsibilities is to ensure pupils are learning how to use technology responsibly, ensuring their own safety and that of others in the process. Computing is at the forefront of developing learners as part of the ‘We Are HARPER’ core values and pupils will be taught to think about their responsibility within the school community, as part of a local community network and when connected to the wider world. Often our pupils discover a great deal about accepting the views of others, given how interconnected modern technology has made them. Pupils will develop their levels of resilience when using complicated and often new technology and software, for example when programming.
At the same time, lessons are engaging and practical, with learning and understanding at the centre of the planning and delivery, building on the work already done in Primary School. Our pupils work together when possible, building on their British values to produce efficient and interesting solutions with each other. Respect and an ethical understanding are essential tools for collaborative problem solving.
Literacy is a major part of computing; pupils will learn and use a range of subject specific terminology but more importantly, will learn to master the application of language in a computing setting, for example using different programming languages to build a computer game, manipulate data using spreadsheet formulae, create accurate and effective documents when word processing etc. A mastery of this language is central to our curriculum and pupils will practice and perfect, regardless of their starting point.
The National Curriculum for Computing dictates that all pupils should be taught with the following aims:
- design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- understand several key algorithms that reflect computational thinking and use logical reasoning to compare the utility of alternative algorithms for the same problem
- use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures; design and develop modular programs that use procedures or functions
- understand simple Boolean logic and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers
- understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
- understand how instructions are stored and executed within a computer system; understand how data of various types can be represented and manipulated digitally, in the form of binary digits
- undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
- create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
- understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.