Our curriculum aims to equip pupils to use computational thinking and creativity to understand and change the world. We want all of our pupils to be digitally literate – able to use, and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
At Paxton Academy, we use the Teach Computing Curriculum. The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:
• Algorithms — Be able to comprehend, design, create, and evaluate algorithms
• Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks
• Computer systems — Understand what a computer is, and how its constituent parts function together as a whole
• Creating media — Select and create a range of media including text, images, sounds, and video
• Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
• Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts
• Effective use of tools — Use software tools to support computing work
• Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems
• Programming — Create software to allow computers to solve problems
• Safety and security — Understand risks when using technology, and how to protect individuals and systems
The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme.
To ensure consistency throughout the school, leaders ensure that:
· Staff receive support with the delivery of computing when and where needed.
· Topics are reviewed to meet the needs of pupils to ensure they are relevant and motivating.
· Links are made with other curriculum areas when and where possible.
· Half termly pupil voice takes place to ensure consistency and provide clear next steps.
· Learning walks provide opportunities for both formal and informal feedback.
· Regular investment in up to date resources.
As a result of this, pupils make good progress from their starting points and teaching and learning is consistent.
