At Woolden Hill Primary School, teachers work collaboratively using subject progression maps and knowledge mapping to coherently plan and sequence learning journeys designed to allow our pupils to gain cumulatively sufficient knowledge to ensure they are ready for the next stage of their education. Teachers plan Computing using the learning journey planning format. Computing is planned using a progression of skills document to ensure teaching is designed to help learners to remember, in the long term, the content they have been taught and to integrate new knowledge into larger concepts.

Aims of Computing knowledge-led curriculum:

The national curriculum for computing 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

Impact Assessing Progress

Pupils’ progress is assessed using regular formative assessment in lessons through strategies such as questioning, regular retrieval practice, quizzing, independent learning tasks and assessment of work and feedback.

The knowledge and skills for each topic is assessed more formally using knowledge-based quizzes and/or a high-quality independent skills application outcomes e.g. designing a game using a specific type of software. Teachers will use this assessment to provide further feedback or re-teach concepts where necessary to close gaps and ensure pupils have mastered the curriculum content at that point. The aim is for the identified non-negotiable knowledge for Computing to be retrieved on three separate spaced occasions from the point of teaching. The aim of this approach is to secure long-term knowledge acquisition and provide more summative assessment information to support teachers in tracking progress.

Tracking Pupil Progress

In Computing, post assessments are used to assess the learning of each individual child. This may look different for each year group, depending on the topic that they are studying at the time and what has been taught in previous year groups.

Individual progress is reported to parents through two termly Parents’ Evenings and an end of year report.

Esafety Curriculum

We teach Esafety using ProjectEVOLVE.

What is ProjectEVOLVE?

The ProjectEVOLVE toolkit is based on the UKCIS framework “Education for a Connected World” (EFACW). This framework covers knowledge, skills, behaviours and attitudes across eight strands of our online lives from early years right through to eighteen. These outcomes or competencies are mapped to age and progress. The statements guide educators to the areas that they should be discussing with children as they develop their use of online technology.

Teach Computing Curriculum Journey 2024 – 2025