Although computing is not part of the latest statutory framework of the EYFS, learning computing in the first years of education is vital. This isn’t solely through children getting access to software like Microsoft Office, or familiarising themselves with a variety of ‘Apps’.  In reception, children learn about the use of technology and the logic and processing of computers or ‘Computational thinking’. Associated ‘unplugged’ activities and narratives reinforce the link of Computational thinking to metacognitive strategies that are vital across a wide variety of domains; breaking down complex problems into manageable steps and focussing on possible solutions. We feel this a very effective way of laying a foundation for the National Curriculum- which covers Computing from Key Stage 1.

At Grimley and Holt, we use three strands; computing science, information technology and digital literacy; and use these in an interconnected and practical way to build on children’s learning of the declarative (i.e. programming syntax, functions, logic, formulae…) and procedural knowledge (skills such as programming, monitoring and information acquisition and dissemination).

At Grimley and Holt, we recognise that Digital literacy is particularly important in safeguarding children. This aspect is embedded throughout the curriculum, the values programme, school visits/ visitors and parents/carers educational workshops.

When learning Computing, it is vital that a sequence of learning is developed in a logical, procedural, composite and experiential way. It is also very important to recognise the abstract nature of some of the associated concepts and be prepared to adopt a personalised approach where necessary, so that learners can develop expert knowledge over time.

Computing supports, enriches and accelerates learning through the Mantle of the Expert. However, sometimes a computing skill or an aspect of e-safety doesn’t ‘fit’ into the Mantle commission and requires discrete instruction. In this way, computing at Grimley has a cross-curricular element, but concept driven features may be timetabled separately.

Skills sequence for computing

Computing overview 2021-23

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