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Computing

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become 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.’ -Computing Curriculum, Programmes of Study, 2013

 

ICT is an integral part of the national curriculum and is a key skill for everyday life. At Hollywell we aim to develop a culture where the use of ICT (information, communication and technology) becomes second nature to our pupils, we aim for our children to confidently and independently use and apply information technology skills to support and extend their learning. Teachers  ensure that children are responsible, competent, confident and creative users of information and communication technology and become digitally literate.

 

As well as developing children’s ICT skills there is a key emphasis on learning skills for computing; these include programming, debugging and exchanging information. Ccomputational thinking is vital in helping children to solve problems, design systems, and understand the power and limits of human and machine intelligence. Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today’s world and future.  

 

We use a variety of software to teach ICT skills and support learning across the curriculum. In the Foundation Stage and lower Key Stage 1 programming is introduced through simple floor robots and programmable toys.  We use a variety of software and hardware to teach programming as the children become experienced but mainly  MIT’s  ‘Scratch’ and Microsoft’s ‘Kodu’. Scratch is a GUI (Graphic User Interface) based programming language. Pupils in KS2 will start to use Scratch to develop their own computer games of increasing complexity which draw upon fundamental aspects of programming such as variables, loops and conditions. Kodu  allows pupils to program their own games within their own 3D worlds which they can sculpt using the landscape building tool. Key coding concepts such as loops, conditions and variables are incorporated.

 

Computing at Hollywell

During their time with us at Hollywell our children will:

  • design and write 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; generate appropriate inputs and predicted outputs to test programs.

  • use logical reasoning to explain how a simple algorithm works 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.

  • describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.

  • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

  • understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

  • be able to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

  • be equipped to use information technology to create programs, systems and a range of content.

  • become creative, logical, critical thinkers, who reason systematically and work collaboratively. Risk taking and innovation will be enriched through the computer science.

  • analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.

  • appreciate the relevance of digital literacy in our society and that they see it as an essential tool for learning, communication, finding information and for controlling and understanding their environment.

  • explore their attitudes towards computing and its value to them. For example, to learn about issues of security, confidentiality and accuracy. As children‛s confidence grows they will be able to make informed and discerning choices about their use of information technology.

 

Resources

We have a computer and interactive whiteboard in every classroom and a computer suite of 24 computers, and a laptop trolley containing 8 machines. These are timetabled for use by all children. All computers around the school are networked and have Internet access. We keep resources for ICT and computing, including software, in a central store. The ICT suite is available for use throughout the school day as part of ICT and computing lessons and for cross curricular use. We also have digital cameras, digital video recorders, a variety of sound recorders, programmable floor robots, data loggers and facilities for children to make their own talking books. Each class has a dedicated page on the school website and children are involved with uploading content to these.

 

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