Computing
Intent
At our school we want pupils to be ‘Master of Technology’ and not slaves to it. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this.
We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow pupils to effectively demonstrate their learning through creative use of Technology. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils.
Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.
Implementation
We follow the 2014 National Curriculum and our expectation is that all children are showing progress in line with national expectations. It is the responsibility of each class teacher to monitor and ensure that this progress is made. The subject leader works with each teacher to monitor this progress and to ensure that sufficient challenge is given to each child.
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E-safety to be taught as first lesson on each term |
Digital Literacy |
IT |
Computer Science |
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Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
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EYFS 1 and 2 Taught in continuous provision |
Online Safety | All about instructions | Exploring photographs | Exploring hardware | Beebots - coding | Recording stories in different ways |
| Year 1 | Online Safety Unit 1.1 |
Lego Blocks 1.4 |
Animated Story Books 1.6 |
Pictogram 1.3 |
Technology outside of school. 1.9 | Beebots – coding |
| Year 2 | Online Safety Unit 2.2 | Coding 2.1 |
Presenting Ideas 2.8 |
Making Music 2.7 |
Understanding the internet and searching 2.5 |
Creating Pictures 2.6 |
| Year 3 | Online Safety Unit and use of laptops 3.2 | Coding – Scratch 3.1 |
Presenting PPT 3.9 |
Email and Touching type 3.4 and 3.5 |
Simulations 3.7 |
Graphing 3.8 |
| Year 4 | Online Safety Unit 4.2 |
Coding - Scratch |
Effective Searching 4.7 | Spreadsheets 4.3 | Animation 4.6 | Writing for Different Audience 4.4 |
| Year 5 | Online Safety Unit |
Coding - Scratch |
Spreadsheets/Databases5.3 and 5.4 |
3d Modelling 5.6 |
Game Creator 5.5 | Concept Maps 5.7 |
| Year 6 | Online Safety Unit |
Coding - Scratch |
Spreadsheets (MS Excel) 6.9 |
Blogging | Text Adventure | Networks |
Impact
Teachers measure the impact of the curriculum through formative and summative assessment. From this assessment teachers will adapt and change their planning according to the needs of all of the children. Subject leaders will also measure the impact of the curriculum through learning walks, pupil voice and teacher surveys. Individual pupil data, in accordance with objectives within the National Curriculum, is collected and analysed three times a year. This data is recorded on the school’s electronic data base (INSIGHT) to monitor attainment and progress.