Computing 

At Oak Tree Primary School we want to prepare children for the wider world. Computing is an important part of our curriculum. It is hands on and can breed resilience. It develops problem solving skills, and it opens a student's eyes to the digital world.

Please click the links below to see the Intent, Implementation and Impact of our curriculum:

The National 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.

We have created a bespoke Computing curriculum for Oak Tree Primary school, with the three key areas: Computer Science, Information Technology and Digital Literacy running through it. Our curriculum develops both declarative knowledge (‘knowing that’) and procedural knowledge (‘knowing how’).

Computer science

Computer science covers knowledge of computers and computation, including concepts such as data, system architecture, algorithms and programming. Computer science is seen as the core of Computing and underpins the whole of the subject. Because of this, it is fair to say that computer science provides the foundational knowledge required to understand and interpret the other areas of the Computing curriculum. Therefore, it is important that any Computing curriculum is rich in computer science knowledge.

Information technology

Information technology provides a context for the use of computers in society. It focuses on how computers are used in different sectors and describes the methods used to create digital artefacts such as presentations, spreadsheets and videos. Two key areas are ‘digital artefacts’ and ‘Computing contexts’.

Digital artefacts are digital objects created by humans. They can be created in a range of media, including text, image, video and sound. It is important that pupils learn the knowledge they need to be confident in using applications in creative projects, including applications that analyse data or manipulate digital artefacts. Declarative and procedural knowledge underpin pupils’ ability to create digital artefacts using these applications. Examples of this knowledge might include:

- commonly used formulae in spreadsheet software, and common methods of manipulating data, such as sorting, filtering and charting

- in image editing: knowledge of bitmap/vector images, layers and colour blending, how to use masking, and how to edit and merge layers and apply filters

- design principles, such as the ‘rule of thirds’, simplicity, and the use of white space and design patterns

When developing digital artefacts, it is important that pupils can make judgements on trustworthiness, to design products using recognised design elements and to design with usability in mind. The ability to do this is underpinned by specific subject knowledge. This knowledge is covered extensively and pupils have repeated encounters with it to secure it across differing media, products and sources.

Computing contexts are the knowledge of how Computing is used in the wider world. Knowledge of how Computing is used purposefully is ‘empowering knowledge'. It sets out the transformative rationale for the subject and the profound impact it has had on humanity. Knowledge of Computing contexts chronicles the history of the discipline and explains how Computing is used in the modern world. Pupils may learn about the early use of computers such as Colossus, and the enigma code, which contributed to saving lives in the Second World War, and technologies that have transformed our lives, such as the internet and the range of services that use it. Knowledge of Computing contexts also includes emerging technologies and associated fields, such as data science and artificial intelligence, which are set to shape our future. The Computing programmes of study in the national curriculum state that pupils should learn about common uses of technology beyond school, and about the internet and the World Wide Web, and the opportunities they offer. These are Computing contexts. 

Digital literacy

Digital literacy is the ‘skills and knowledge required to be an effective, safe and discerning user of a range of computer systems’. It covers a range of knowledge and skills, such as using physical devices or knowledge of the features that are likely to mean digital content is reliable.