COMPUTING

 If you require any additional information regarding the curriculum other than that stated below, please contact the school office.

 Additionally, you can find the National Curriculum at https://www.gov.uk/national-curriculum/overview or ask for a copy from the school office.

 

                      COMPUTING CURRICULUM COMPUTING POLICY 

 

Intent

 

 

The use of computing and information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Great Paxton CE Primary school we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. The purpose of this policy is to state how the school intends to make this provision.

 

At Great Paxton CE Primary School, we aim to provide a high-quality Computing curriculum that will equip children with the skills and knowledge they need to use technology safely, responsibly and creatively, in the home and beyond and inspire a lifelong love of play, design, code and invention with technology.

Computing isn’t a subject just about memorising facts and vocabulary words, it's about solving complex problems, being able to collaborate with others and learn from mistakes. We want children to become independent and to have fun with technology while developing 21st-century skills.

 We believe in a curriculum that meets the interests of all learners, with a range of exciting creative activities and open-ended challenges based on the essential requirements of the computing program of study, incorporating Computer Science, Information Technology and Digital Literacy.

 We believe that there are non-negotiable digital skills that children must possess:-

  • All children must have a basic understanding of coding and how the web works.
  • All children must able to evaluate online information and know which websites are appropriate for their age.
  • All children must understand online safety rules and know how to report and block.
  • All children must be proficient with word processing and able to use cloud storage.
  • All children must be able to create visually engaging content/presentations in order to present learning to others.
  • All children must have experience of online collaboration and using communication tools.

 

Today’s children and young people are growing up in a digital world. As they grow older, it is crucial that they learn to balance the benefits offered by technology with a critical awareness of their own and other’s online behaviour, and develop effective strategies for staying safe and making a positive contribution online. Online Safety is an integral part of our computing curriculum and helps children focus on the key aspects of online education which will support them to live knowledgeably, responsibly and safely in a digital world.

 

As Computing and ICT underpin today’s modern lifestyle it is essential that all pupils gain the confidence and skills that they need in this area, to prepare them for the challenge of a rapidly developing and increasingly technological world. The use of ICT at Great Paxton will also enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills.

 

Implementation

 

 

 

Our Computing curriculum follows the Knowsley City Primary Computing Scheme of Work.

 We have in place:-

  • Computing Curriculum Map and Progressions of skills. This outlines knowledge and skills that all children must master. It also highlights what to observe in learning to assess if children are meeting expectations, exceeding expectations or working towards expectations.
  • Computing Vocabulary map that highlights the key vocabulary for each year group.
  • Planning for teachers including a series of lessons which carefully plans for progression and depth. Each lesson begins with a driving question and new vocabulary will be reviewed in each lesson.
  • Information is shared with the school community through the school website, Google Classroom, and Twitter
  • In the Early Years children have a broad, play based experience of ICT in a range of contexts. Pupils build confidence to use technology purposefully to support their learning for all Early Learning Goals as appropriate.

 

There is regular, planned teaching of Computing as a separate subject, but often within a cross-curricular context. Specific skills are demonstrated to the children, followed by opportunities for the children to practise what has been taught. This is achieved sometimes as a whole class activity using the chrome books or tablets.

 

To cover the coding element of the national curriculum and to allow for progression across the school we follow the Espresso Coding scheme of work.  This scheme is in line with the 2014 National Curriculum and covers the entirety of the coding objectives. Each year group has six coding modules to work from and each module progresses towards a meaningful end task. The planning allows for differentiation and gives support tasks and extension tasks to ensure all children have equal opportunities to make progress.

In Computing, as with all subjects, in order to develop the continuity and progression of teaching and learning, it is the responsibility of the teacher to maintain a balance between whole class, individual and group work, and direct teaching, pupil investigation and skills practice. Where possible, links with other subjects are exploited, to maximise efficient use of time, and to give more meaningful purpose to activities. 

At Great Paxton CE Primary School,  we ensure that all pupils have an awareness and understanding of Online Safety. This will ensure that all technology is used safely, respectfully and responsibly. A progressive online safety curriculum ensures that all pupils are able to develop skills to keep them safe online.

  • We use resources from https://www.internetmatters.org/schools-esafety/primary/ to ensure progression and coverage. Opportunities for learning about Online Safety are evident on the website with links to planning and activities.
  • Online Safety also forms part of the PSCHE curriculum and is reinforced whenever technology is used. We subscribe to the Cambridgeshire PSHCE service which provides planning and activities for the teaching of Online Safety.
  • Safer Internet Day takes place in February to promote the safe and positive use of technology for children and the community.

 

The ICT/Computing Subject leader is responsible for guiding colleagues in the use of appropriate software and websites.

 

Entitlement (with examples):

EYFS

It is important in the foundation stage to give children a broad, play-based experience of computing and ICT in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language or may have difficulties communicating.

In the Foundation stage the Technology requirements stated in Understanding the World element of the Early Learning Goals Foundation Curriculum, are covered in continuous and blocked units.

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 programs
  • use 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

  • 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

 

Impact

 

 

Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality evidence will be kept for to monitor progression and for assessment purposes.  Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.

 

 

 

 

 

 

 

 

 

 

 

 

  •  We as a staff give reassurance to our children that we are there for them as Jesus was for his flock. We will care and look after them, we will teach them and do not leave anyone behind.

Strong Foundations
&High Expections