The intent of the Richard Clarke First School Computing Curriculum is to develop young pupils’ understanding of the fundamental concepts of computing, building a strong foundation for future learning. Pupils will explore core areas such as design and development, data and information, and the wider impact of technology on society. The curriculum aims to equip pupils with the skills and knowledge necessary to become competent and responsible digital citizens.
By following the UK National Curriculum’s aims for computing, we intend to encourage creativity, critical thinking, and problem-solving skills. Pupils will learn to design, write, and debug simple programs, as well as understand how data and information are used in real-world contexts. They will also develop an awareness of the ethical and societal implications of technology, ensuring that pupils can navigate and contribute to the ever-evolving digital world with confidence.
Implementation:
The Richard Clarke First School Computing Curriculum will be delivered progressively through key stages, in line with the UK National Curriculum, with a focus on three main areas:
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Computer Science (Design and Development): Pupils will be introduced to the principles of computer science, including the understanding of algorithms, logic, and debugging techniques. They will use coding languages and simple programming environments (e.g., Scratch or block-based coding platforms) to develop skills in writing and debugging code. By the end of their time at RCFS, pupils will be able to create basic programs that follow clear instructions and solve problems.
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Information Technology (Data and Information): Pupils will learn to use technology purposefully to create, store, and manipulate digital content. They will engage with data in practical contexts, including input, storage, and retrieval. Pupils will learn about how digital data is structured and how to extract and present information effectively using various software applications. They will also explore the concept of algorithms in everyday life, helping them to understand the relationship between data, instructions, and outcomes.
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Digital Literacy (Impact of Technology): Pupils will develop an understanding of how technology affects their lives and the world around them. This includes exploring the ethical use of technology, online safety, and the environmental impact of digital devices. Pupils will learn to navigate digital environments responsibly, ensuring they are aware of potential risks such as cyberbullying and data privacy. They will also understand the role of data in decision-making and the importance of making informed choices in a digital society.
The curriculum will integrate practical activities, discussions, and digital projects, with opportunities for hands-on learning in the classroom. Teaching will be designed to be engaging and interactive, with pupils working individually and in groups on both theoretical concepts and practical applications. Resources will include a combination of software tools, online platforms, and hands-on activities that encourage creativity and experimentation.
Impact:
The impact of the Richard Clarke First School Computing Curriculum will be far-reaching, providing pupils with essential skills and knowledge that will benefit them both in the short term and as they progress into secondary education and beyond. By the end of their time at RCFS, pupils will have a solid understanding of computational thinking, the ability to design and debug simple programs, and the knowledge to manipulate and present data effectively.
Pupils will become responsible digital citizens who understand the implications of their actions online and are able to use technology positively and safely. They will recognise the role of technology in shaping society and be able to assess the impact of technology on their lives and the wider world.
In addition, the curriculum will empower pupils with problem-solving and critical thinking skills, helping them develop resilience and confidence in approaching challenges both inside and outside the digital space. These skills are transferable to many aspects of life and will prepare pupils to thrive in an increasingly digital future, whether in education, future employment, or as informed participants in a global, technology-driven society.
