At Alsager Highfields our computing curriculum is divided into four areas to enable our learners to develop digital skills for learning, work and life; and to ensure that they are working safely and respectfully.
Learners develop their competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
Learners learn how to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
Learners have opportunities to communicate ideas well by using applications and devices throughout the curriculum.
Learners apply computing to real life contexts and develop their skills as they collect, organise and manipulate data effectively.
At Alsager Highfields we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world.
In this ever-changing and increasingly, connected modern world, technology is everywhere. It will play a pivotal part in the future lives of our learners; therefore, we need a computing curriculum that excites and engages them. We want them to be creators and not consumers, and our broad curriculum - encompassing computer science, information technology and digital literacy - reflects this.
At Alsager Highfields, we want to furnish children with the skills, knowledge and the understanding that will make them responsible and digitally literate adults, so that they can be the next generation of programmers, bloggers and debuggers!
We recognise that the best route to preventing many of the issues we currently see within technology and social media is effective education. We want to educate our children on how to use technology positively, responsibly and safely, including through modelling positive use.
At Alsager Highfields, we understand the importance of exposing children to technology from an early age, extending and enhancing the experiences they have both in school and at home.
The implementation of our computing curriculum ensures a balanced coverage of computer science, information technology and digital literacy. However, it is important to note that as children progress through our school, the weighting and balance of the four Computing strands is adjusted. This ensures that fundamental skills in digital literacy are secured in earlier years. Once children are able to control and manipulate ICT, they are able to move onto more detailed and higher-order aspects of Computer Science in KS2. For example, children in Key Stage 1 learn what algorithms are and how to use these in their simplest form, which supports them in the design stage of programming in Key Stage 2. By the time they leave our school, they can design, write and debug programmes, explaining the rationale behind their algorithms.
Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school.
Children will have a secure and comprehensive knowledge of the implications of technology and digital systems. This is important in a society where technologies and trends are rapidly evolving.
Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems