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The Computing Curriculum

In the most recent iteration of the National Curriculum, released in 2013 changed the focus of the use of computers in the classroom. Children were formerly educated on the topic of ICT: using computers to communicate with people by training children to use word processors, presentation software and image manipulation software packages. This has changed drastically with the new curriculum.

 

The new framework places a much higher value on the underlying coding and computer science aspect of using computer, leading to the subject's name change to computing. Computer science is concerned with the writing and generation of programs, with focus on the production of algorithms to produce the next generation of code-writing geniuses. As writing code involves a totally different skillset to ICT, sweeping changes have been made to the framework document.

 

The changes were made to support children in the ever evolving digital world as well as to lead them to causing its progressive evolution.

The subject of computing is divided into three main areas:

 

  1. IT - The study of how to use computers, technology and software to achieve desired objectives. This domain encompasses the old ICT curriculum, and is only a small part of the overall programme of study.

  2. Computer Science - How computers work and how to produce programs in different programming languages to achieve desired effects. This is an entirely new area of the curriculum.

  3. Digital Literacy - Expanded upon in the subpage. It represents the fluency and commonplace usage of technology whilst being aware of the implications of the use of such technology. 

The aims of the Curriculum are as follows (taken from the Curriculum document):

 

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

 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

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.

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