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Things to consider when creating a Computing Curriculum Map
Things to consider when creating a Computing Curriculum Map
Do we have an existing Computing Curriculum map? If so, what is working and what isn't?
Do we have a Computing Scheme of Work or any existing planning?
Do you have lessons you want to keep or evolve?
Have you identified new skills or areas you would like to explore within your curriculum?
Are you covering the Computing Programme of Study?
How many lessons per half term do I have to deliver? Do you have 3 or 5/6 lessons per term?
Are you teaching Online Safety during our Computing time? Or will it fall in to PHSE time?
What resources are available?
Devices
Software and Apps
Online Portals and/or Subscriptions
Programme of Study (PoS)
Programme of Study (PoS)
Key Stage 1
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 programsuse 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
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
Map Structure
Map Structure
Your map should be structured so you cover both skills progression and range.
Progression
Progression
Can you show a progression of skills as children move through your map?
How does a child develop skills in certain areas of the Computing Curriculum as they move though your school?
How are you showing that skills progression within your map? Are you using 'I can...' statements, lesson objectives or something similar?
Does your SLT and Teaching Staff understand how children and skills progress?
Would your map, and your understanding of it, stand up to a Computing focused OFSTED deep dive?
Range
Range
Does your map cover all 3 areas of the Computing Curriculum (Computer Science, Digital Literacy and Information Technology)?
Do you have 2 termly topics per year group for each area? 2 x CS, 2 x DL and 2 x IT? If not, why not?
If someone picked out a bullet point from the PoS could you identify where it is covered in your map?
Are there areas you cannot cover because you do not have the equipment required? If so, can you use your map and the PoS to justify purchases with your Head/SLT?
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