How We Learn Computing

How we Learn Computing at Earith Primary School: Intent, Implementation & Impact Intent      

To give children and young people the skills to use technology confidently and safely.

To provide children and young people with learning opportunities and transferrable skills within Computing and across other curriculum subjects e.g. to enhance other areas. For example, presenting data in maths or filming sequences in PE. To enable children and young people to make informed decisions about how they use technology to communicate in the real world.

To develop pupils to become well-rounded and successful users of computing, informed by the National Curriculum, and exposed to planned and differentiated lessons that are taught with a clear Computing objective.

To ensure progression of all pupils by demonstrating improved skills, competencies and developing at the same time, detailed knowledge and understanding of the three strands that make the Computing curriculum (Computer Science, Information Technology and Digital Literacy).

For all children and young people to use Computing as a mechanism to express their creativity and individuality and to feel inspired, motivated and enthused by using it.

Children and young people will have a knowledge and understanding of:   

The importance of online safety.

How to use technology to record and present work in other curriculum areas Programming

Children and young people will be able to:    

Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation.

Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.

Evaluate and apply information technology analytically to solve problems.

Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

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Know the importance of working safely and respectfully online.

Keep passwords and personal information safe and check privacy settings.

Identify how technology is used in everyday life Know how to use the range of technology available in school e.g. listening centre, IPads, Laptops, Desktops Be able to log in/out and save their own work.

Understand and use age appropriate terminology.

Create an algorithm and debug.

Present their work from other curriculum areas using available technology.

Type

The curriculum will:    

Ensure continuity and progression across key stages.

Recognise that Computing has links with and can support other areas of the curriculum.

Ensure all children and young people can work safely and respectfully online.

Make use of technology that is available within the school.

Implementation EYFS The previous ‘Technology’ strand has been removed from the Understanding the World area of learning and as an Early Learning Goal. However, we continue to believe that Technology and Computing are fundamental to living, learning and working in the 21st Century. Therefore, during the Early Years, children will be developing the necessary skills within technology and computing which will prepare them for the Year 1 curriculum.   

EYFS children will be exposed to the understanding of Internet safety and how technology is an everyday part of their learning.

EYFS children have access to a set of Beebots, 10 IPads and a listening centre which is readily available to use in the classroom.

In EYFS, learning is recorded through Tapestry, allowing staff and parents to communicate effectively.

In KS1 children will

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Understand what algorithms are, how they are implemented as programs on digital devices and that programs execute by following precise and unambiguous instructions.

Be taught to create, test and debug simple programs and use logical reasoning to predict the behaviour of simple programs.

Know how to use a range of technology to store, manipulate and retrieve digital content.

Recognise common uses of information technology beyond the school.

Use technology safely and respectfully, keeping personal information private and identify where to go for support when they have concerns At the teacher’s discretion, have access to the school’s ICT suite, laptops and bank of IPads.

In KS2 children will  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, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs.  Be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration.

They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content.  Be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.  At the teacher’s discretion, have access to the school’s ICT suite, laptops and iPad General       

Using the CQ skills & NC (in the Summer term of the previous year), teachers map out the ‘yearly overviews’ of the skills and knowledge they want children to learn.

Knowledge organisers are used to support learning at the teachers’ discretion.

Children will be clear about what they are learning.

The modelling of skills is expected by the teacher using the class laptop, linked to the IWB. Key vocabulary for Computing will be shared and displayed as appropriate in order to develop children’s understanding and use of correct terminology.

The importance of online safety is shown through displays within the learning environment E-Safety will be planned for and delivered to each class every term.

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Children will have access to the hardware (computers, tablets, programmable equipment) and software that they need to develop knowledge and skills of digital systems and their applications Teaching and learning should facilitate progression across all key stages within the strands of digital literacy, information technology and computer science. Children will have the opportunity to explore and respond to key issues such as digital communication, cyberbullying, online safety, security, plagiarism and social media.

The Computing Lead will monitor the extent to which the Computing curriculum is delivered effectively and that links and opportunities for the safe use of digital systems are considered in wider curriculum planning.

Parents are informed when issues relating to online safety arise and further information/support is provided if required.

SEND pupils ability in core subjects should not impede their ability to participate in Computing (access strategies and provision to be monitored by Computing Lead) End of unit fun quizzes, (linked to the Line of Enquiry) in mixed ability groups are enjoyed by children in an effort to further bolster knowledge retention and love for the subject.

Target Tracker is used to Teacher assess achievement and track progress Any Computing writing considers purpose for writing, considering the audience and will mirror standards in English writing.

Google classrooms is used as a platform to support homework, communication and work in school.

The following Digital software to support teaching and learning is used as of September 2020: -

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Teach your Monster to read (Year R, 1 and some pupils in Year 2) LBQ, (Year 2 - 6) Spelling Shed (Year R - 6) Rockstars (Year 2 - 6) Numbots (Year R - 1) Rapid Phonics (Year R - 3) Oxford Owl (Year R - 6)

Parents are expected to sign and adhere to the Acceptable Use Policy for ICT and children (age appropriate) are aware of the role they play in this – in-line with school policy (check Sue) The school participates in Internet Safety Day each year in order to raise the awareness and importance of this area.

Impact Purposeful Assessment (rationale for continuing to improve outcomes for our young users of Computing)

Teachers assess children’s’ knowledge and skills in order to reach a levelled judgement, informed using the following:    

Observations and discussions during lessons, Quizzes, Written or recorded work in Computing Questioning and feedback

Teachers teacher assess (using the aforementioned approach) and update this information on Target Tracker termly. The Computing subject leader may use this data as a vehicle to pursue any of the following and therefore improve outcomes for our young users of Computing:         

To challenge and support generally, Signpost additional resources Deploy CPD (internally and/or externally) Carry out lesson observations/drop-ins Work scrutinies, Monitor curriculum planning Conduct pupil interviews Monitor enrichment experiences / visitors.

Monitor provision as described in the Implementation section of this document

Most important: Impact to our pupils (with reference back to our Intent) Our children have experienced as many opportunities in the technological world as possible, the outcomes of which are:   

Children will be digitally literate Children will be equipped with the skills and knowledge to use technology effectively and safely.

Children will understand the importance of and take responsibility for working safely online.