• Computing Science

Computing Science

“Do not confine your children to your own learning, for they were born in another time.” – Chinese Proverb

What we believe:

At Hayton C of E Primary School, we are committed to providing a purposeful and empowering curriculum that fully prepares learners for their next steps. We believe that computing is integral to all aspects of life and with this in mind, we endeavour to ensure that children develop a positive and enthusiastic attitude towards computing that will stay with them beyond their time at our school. Computing has the power to make a significant contribution to teaching and learning through experience, conversations and connections, which unite us with the world around us. Woven through the three strands of computing, Computer Science, Digital Literacy and Information Technology, the supportive study of significant people and rich stories, ensures children develop their sense of self and their aspirations for the future.

By understanding our place in the world, computing facilitates contextualised learning. Children begin to develop their sense of identity in the wider world and how technology can influence this both positively and negatively and begin to recognise and discriminate information effectively to support their development of cultural capital. With technology becoming an increasingly profound aspect of the modern world, the computing curriculum provides opportunities for children to broaden their horizons. We encourage children to aspire to achieve, where progression of both skill and knowledge is vitally connected throughout the school. Computing lends itself to many opportunities of enquiry and experience as children take responsibility for their own learning. 

What do we do?

Subject Content

Subject Aims:

At Hayton C of E Primary School, we follow the national curriculum for computing, which aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

Key Stage 1:

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key Stage 2:

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

How do we know if we have had an impact?

Children at Hayton value their computing lessons as well as being able to use technology across the curriculum. Children leave Hayton digitally literate; with the confidence to try new things and make mistakes. Both on and offline our children have been taught to converse respectfully, how to value the responses offered by peers; how to politely disagree, offering their own thoughts and ideas. Children are enthused by technological devices, driven to accomplish goals and resilient against online issues such as cyber-bullying. They leave us with an awareness of their responsibility as a digital citizen of the modern world and have secure and developed moral foundations on which to further build.

Long Term Planning - Computer Science