Curriculum Statement: Computing

Intent

At Gisburn Primary School, we understand the immense value that technology plays not only in supporting the Computing and whole school curriculum but overall in the day-to-day life of our school. Our aims are to fulfil the requirements of the National Curriculum for Computing whilst also providing enhanced collaborative learning opportunities, engagement in rich content and supporting pupil’s conceptual understanding of new concepts which support the needs of all our pupils.

Our Computing curriculum aims to develop the heart and mind of every child. Computing teaching at has links with mathematics, science and design and technology and our aim is to provide a broad and balanced curriculum whilst ensuring that pupils become digitally literate and digitally resilient. Technology is ever evolving and we aim to develop pupils who can use and express themselves, develop their ideas through, information and communication technology at a suitable level for the future workplace and as active participants in a digital world.

The aims of our Computing curriculum are to develop pupils who:

• Are responsible, competent, confident and creative users of information and communication technology.
• Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.
• Become responsible, respectful and competent users of data, information and communication technology.
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
• Can analyse problems in computational terms, and have repeated practical experience writing computer programs in order to solve such problems.
• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
• Become digitally literate and are active participants in a digital world.
• Are equipped with the capability to use technology throughout their lives.
• Understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
• Have a ‘can do’ attitude when engaging with technology and its associated resources.
• Utilise computational thinking beyond the Computing curriculum.
• Understand and follow the SMART Online-Safety rules.
• Understand the E-Safety messages can keep them safe online.
• Know who to contact if they have concerns.
• Apply their learning in a range of contexts, e.g. at school and at home.

Implementation

To ensure high standards of teaching and learning in computing, we implement a curriculum that is progressive throughout the whole school. Our implementation of the computing curriculum is in line with 2014 Primary National Curriculum requirements for KS1 and KS2 and the Foundation Stage Curriculum in England. This provides a broad framework and outlines the knowledge and skills taught in each key stage.

Computing teaching will deliver these requirements through our half-termly units. Our Computing progression model is broken down into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered weather combined or discreetly.

We use and follow the Purple Mash scheme of work from Year 1 – Year 6, ensuring consistency and progression throughout the school.

We recognise that computing is a specialist subject and not all teachers are computing specialists. Computing lessons are taught by our teaching staff with additional support from our member of staff in charge of IT Support. The Purple Mash scheme of work enables clear coverage of the computing curriculum whilst also providing support and CPD for less confident teachers to deliver lessons.

Lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, Internet and Email, Databases, Communication networks, touch typing, animation and online safety.

When teaching computing teachers can follow the children’s interests to ensure their learning is engaging, broad and balanced. Teachers should ensure that Computing capability is also achieved through core and foundation subjects and where appropriate and necessary Computing should be incorporated into work for all subjects using our wide range of interactive ICT resources.

Through Purple Mash our teachers can deliver thematic, cross curricular lessons that also follow children’s interests and provide flexibility. Purple Mash has an online portal of age-appropriate software, games and activities as well as topic materials and materials to support children’s learning in other subject areas for all key stages.

Computing lessons will also use the Purple Mash software to ‘make music’ using the 2Sequence program, design and make using the 2Animate software and make links with maths through spreadsheets using 2Calculate.

Computing teaching is practical and engaging and a variety of teaching approaches and activities are provided based on teacher judgement and pupil ability. We have a wide range of resources to support our computing teaching. Pupils may use laptops or iPads independently, in pairs or in a group with the teacher. Teachers and pupils are also aware of the importance of health and safety and pupils are always supervised when using technology and accessing the internet.

Our pupils are fully encouraged to engage with Computing and technology outside of school. Each teacher and pupil at has their own unique Purple Mash login and password. Computing work can be stored and saved using pupil log in details and homework or ‘2do’s’ can also be set for pupils to access and complete tasks at home that link with their current class learning.

We provide a variety of opportunities for computing learning inside and outside the classroom. Computing and safeguarding go hand in hand and we provide a huge focus on internet safety inside and outside of the classroom. Additional to all pupils studying an online safety unit through their computing lessons, every year we also take part in National Safer Internet Day in February. The Computing Leader alongside class teachers will plan additional internet safety lessons and activities to take part in following a specific yearly theme. Internet Safety assemblies are also held as well as parent internet safety workshops and parent home activities.

Using our Purple-Mash Computing planning alongside The National Curriculum for computing we aim to ensure that all pupils.

EYFS

Our EYFS computing curriculum aims to foster early digital literacy and problem-solving skills through engaging, hands-on activities. We integrate technology to support learning across all areas of development. Children will use iPads for interactive storybooks, educational games, and creative apps to enhance literacy, numeracy and expressive art and design. Beebots will introduce basic coding concepts, allowing children to program simple routes and develop spatial awareness. These tools not only make learning fun but also build confidence and foundational skills in a technology-driven world.

Our goal is to cultivate curiosity, creativity, and critical thinking from an early age.

At the end of KS1 children should be able 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.

At the end of KS2 children should be able to:

• 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

Our Computing Curriculum is high quality, well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different computational components and alike other subjects discreet vocabulary progression also form part of the units of work.

If children are keeping up with the curriculum, they are deemed to be making good or better progress.

We measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice).
• Monitoring with our subject computing lead visits.
• Opportunities for dialogue between teachers.
• Photo evidence and images of the pupil’s practical learning.
• Video analysis through recording of performance in lessons.
• A reflection on standards achieved against the planned outcomes.
• Learning walks and reflective staff feedback (teacher voice).
• Dedicated Computing leader time.
• Monitoring of children’s work