Computing

Intent

We want our pupils to embrace new ideas with curiosity, resilience and with sound judgement. For them to be able to choose appropriate technology to present their work and ideas for their final piece. It is imperative to equip pupils with the skills to be receptive to changes in technology and to react safely as they grow into computer-literate users.

 

Our Computing Curriculum is taught from Nursery to Year 6. Here you will find lots of information about what our children experience their weekly discrete computing sessions and through links with other areas of the curriculum throughout the week. Children from Year 1 to Year 6 learn computer programming and coding, developing their skills further each year.  

 

We have a wide variety of resources to support learning including IPads, Laptops and various recording devices. Our STEM suite also holds equipment such as LEGO WeDo to allow the children to make and programme moving models and designs. Our classrooms are well resourced too with interactive whiteboards, pupil PCs in the EYFS, cameras and sound systems along with class sets of handheld video and audio recording equipment for multimedia presentations.   

Provision

At Meriden we follow Rising Star’s ‘Switched On Computing’ to support our delivery of the new curriculum. We have found the combination of exciting software and thought provoking projects engage and motivate the children in their learning.

Key Stage 1 (5-6 year-olds): Children will be learning what algorithms are, which will not always involve computers. When explained as “a set of instructions” teachers may illustrate the idea using recipes, or by breaking down the steps of children’s morning routines. But they will also be creating and debugging simple programs of their own, developing logical reasoning skills and taking their first steps in using devices to “create, organise, store, manipulate and retrieve digital content”.

Key Stage 2 (7-11 year-olds): Slightly older primary-school children will be creating and debugging more complicated programs with specific goals and getting to grips with concepts including variables and “sequence, selection, and repetition in programs”. They will still be developing their logical reasoning skills and learning to use websites and other internet services. And there will be more practice at using devices for collecting, analysing and presenting back data and information.