Computing at Donnington Wood

Welcome to our landing page for computing at Donnington Wood.

Please click on the correct page to access your lessons.

Our Aim: A high-quality computing education 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.

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.

Links

https://www.gov.uk/government/collections/statutory-guidance-schools#national-curriculum-from-september-2014

http://www.computingatschool.org.uk/data/uploads/ComputingCurric.pdf#page19

http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf

NC GOALS- these are part of our Steps to Success:

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.

Display

Please look at our Draft Curricuulm Map:

Curriculum Map for Computing 2014

Algorithms decomposition logical reasoning repetition selection variables

= understanding

http://snap.berkeley.edu/snapsource/snap.html

David Brown, HMI National Adviser for ICT, recently gave guidance on the expectations of achievement, and standards in school leadership in ICT, that may be of use to schools concerned about accountability during the interim. An interview with David Brown by Russell Pru is available here

Achievement

Achievement in ICT Outstanding

  • pupils demonstrate excellent understanding of important concepts in ICT and are able to make connections within the subject because they have highly developed transferable knowledge, skills and understanding
  • pupils consistently use their subject knowledge and understanding very effectively in written and verbal explanations and can solve challenging problems
  • pupils make highly effective use of a wide range of hardware and software appropriate to their age and ability
  • pupils show exceptional independence in their use of ICT across all areas of the curriculum and exhibit very positive attitudes towards ICT; they take the initiative, for example, by asking questions, carrying out their own investigations, and working constructively with others

Inadequate achievement in ICT

  • pupils’ lack of understanding impedes their progress in many aspects of the subject. They develop insufficient skills in using and applying ICT
  • pupils rarely demonstrate creativity or originality in their use of ICT but seem confined to following instructions
  • pupils do not work well with others, and do not know how different roles can contribute to successful outcomes when using ICT
  • pupils lack interest and enthusiasm for the subject and cannot describe the relevance of ICT in a technological age.

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