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Curriculum Enrichment

Mastery in computing means acquiring a deep, long-term, secure and adaptable understanding of the subject.  It is demonstrated by how skilfully a child can apply their learning in computing to new situations in unfamiliar contexts.


A positive teacher mindset and strong subject knowledge are key to student success in computing. Every child can enjoy and succeed in computing when offered appropriate learning opportunities.  All children are encouraged to believe in their ability to master computing and are empowered to succeed through curiosity, tinkering and perseverance.


Pupils are given the time and opportunity to fully understand, explore and apply skills and ideas in different ways, in different situations and in different subjects.  This enables pupils to fully grasp a concept and understand the relevance of their learning.


Computational Thinking

Developing computational thinking lies at the heart of the National Curriculum for Computing and involves learning how people solve problems; changing what looks like a difficult task into a simple one that we know how to deal with.


It involves taking a problem and breaking it down into a series of smaller, more manageable parts (decomposition). Each part can then be looked at individually, considering similarities between and within other problems (pattern recognition), and focusing only on the important details whilst ignoring irrelevant information (abstraction). Next, looking for solutions to other problems and adapting them to solve new problems (generalisation).  Then, simple steps or rules to solve each of the smaller problems can be designed (algorithms).  Once we have a working solution, we then use (evaluation) to analyse it and ask – Is it any good ? Can it be improved? How?


Unplugged Activities

Having activities away from computers is effective as children know that computers are a tool in their learning, rather than the subject itself.  Stepping away from computers enables them to think about concepts and teachers can convey fundamentals that are independent of particular software or technology.

What children learn in the unplugged context must be applied to another (plugged: using technology) which supports our other principles of mastery: success and depth.


Additional Curriculum Days/Clubs


Safer Internet Day 2019 


We celebrated Safer Internet Day 2019 in school on Tuesday 5th February. Mrs Horsley ran a special assembly for the occasion and each class will completed activities relating to this year's theme. 


This year Safer Internet Day focussed on how consent works in an online context and explore how they ask, give, and receive consent online. This could be in their friendships or relationships, how they take and share images and videos or how they manage their privacy and data.


The campaign encouraged young people to explore how the internet works, who owns the information that is shared on it, and how they can actively take ownership of digital spaces. 


There are some great top tips for parents for both Key Stage 1 and Key Stage 2. Please visit the links below and have a conversation with your children about internet safety.


Key Stage 1 -


Key Stage 2 -


Parents/Carers -