- Subject areas and Assessment
- Humanities (History and Geography)
- Religious Education and Spiritual, Moral, Social and Cultural (SMSC) at RCFS
- Personal, Social, Health and Economic Education (PSHE) and Relational Education (RE) at RCFS
- Physical Education (PE)
- Art and Design and Design and technology
- British Values
- Modern Foreign Languages (MFL)
- Class Curriculums
- Home Learning
- Extra Curricular activities and clubs
- School Performance
THE COMPUTING CURRICULUM AT RCFS
The intent of our computing curriculum is to deliver the aims of the National Curriculum in a way that that 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. Sequenced new knowledge and skills build on what have been taught before and work towards clearly defined endpoints.
In order to prepare our learners to become computational thinkers, The Richard Clarke First School has outlined and agreed upon four threshold concepts that each teacher will implement to underpin their teaching at an age-related level. Within these, are clear and well-differentiated milestones that link closely to the threshold concepts that are used to form the computing curriculum to ensure that pupils become competent, confident, creative members of an ever changing digital world. These threshold concepts are connect, communicate, code and create. These key concepts combined, and weaved together, form a connected curriculum that ensure that children become computer literate and understand how to navigate the digital world, how to be safe as well as how that digital world operates.
We teach children to use technology safely, respectfully and responsibly, to recognise acceptable/unacceptable behaviour as well as identify a range of ways to report concerns about content and contact that makes them feel uncomfortable. The knowledge of knowing how to use technology safely forms the foundation of the teaching and learning of computing, as it is pinnacle in order to function carefully and effectively on the online world.
These key concepts intend to provide purposeful links in learning which is brought to life through the use of technology, workshops and practical tasks. As well as making links with other areas of the curriculum, such as science, maths and design and technology to promote a connected curriculum. This enables children to retain and secure learning into their long-term memory that can be added to, built onto and applied as they progress through their learning journey at The Richard Clarke First School.
As well as our threshold concepts, at The Richard Clarke First School, we also utilise our curriculum drivers to implement into the computing curriculum. These are diversity, possibilities, wellbeing and environment. These interlink with all teachers planning, teaching and learning to ensure the cultural capital needs are met and learning opportunities are enhanced for all pupils.
The impact of the computing curriculum will be monitored by the computing lead to ensure that all pupils receive high quality teaching to certify that they are confident users of technology who can effectively navigate the online world safely. Evaluation of the computing curriculum’s effectiveness will be conducted through pupil questionnaires, staff meetings, staff training and lesson observations. Trackers will be used as a tool to monitor pupil’s progress in relation to aims of the National Curriculum. As well as this, we will use assessment for learning (AFL) during the topic to ensure that teachers can track pupil’s progression during the course of a module.