“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.”
National Curriculum
Intent
At Pittington Primary School we realise that digital technology is everywhere and an ever increasing part of everyday life at home, school and in the wider world. Because of this we follow the national curriculum for computing and provide a computing curriculum which is not only deeply linked with maths, science and design technology but also every area of the wider curriculum. Children encounter a rapidly changing world where computing technology is at the forefront. The curriculum will prepare them for this by ensuring an in depth coverage of the three main strands of computer science, information technology and digital literacy. All children, including disadvantaged and those with special educational needs will learn the function and uses of a wide range of programmes and technology, be able to apply those skills and showcase their creativity in doing so. Teachers will react to the in school environment and tailor their curriculum accordingly with flexibility and creativity. By carefully building upon knowledge and understanding in each year group, children will progress year on year and be ready for their responsible, active future in the workplace and the wider digital world. By the time children leave year 6, they will be able to understand the fundamental principles and concepts of computer science, analyse problems in computational terms and have had repeated practical experience of writing computer programs in order to solve such problems. They will also know how to evaluate and apply information technology, including unfamiliar technologies analytically so solve problems and, crucially, will be responsible, competent, confident and creative users of information and communication technology.
Implementation
We follow the national curriculum for computing and have created a bespoke whole school long term plan where progression of skills is carefully sequenced following the Kapow Scheme of Work. Each year group’s objectives are selected to build upon the learning that took place the previous year and continue to prepare them for the coming year too. The objectives are split into the three strands of the national curriculum; computer science, digital literacy and information technology. Teachers are not only aware of what they must teach but also of what the children already know and what they will need to know in the coming years. The teaching staff are non-specialist teachers in computing and, accordingly, the computing subject lead delivers CPD training to other staff and also uses skill auditing to ascertain if there are any requirements for external training or support in school to ensure the curriculum is delivered to the highest standard. Our model for delivering computing is based upon allocating sufficient time, approximately 12 hours a term, to deliver our curriculum where children experience using a range of software and technologies.
Our computing curriculum recognises that ICT is able to be taught both as a discrete subject as well as being woven in a cross-curricular way. Many of the skills are transferrable which provides a wealth of learning opportunities across the curriculum subjects including art, D&T, maths, geography, science, and literacy.
Computing in EYFS
In Early Years, ICT is taught fluidly through the Early Years Curriculum as part the new curriculum. In the Early Years classroom there are computing resources available at all times in the continuous provision:
Our children have access to PCs at all times, take photographs on the iPads and cameras, experiment with pully toys and lift-the-flap books, have access to remote controlled cars and Beebots and more resources to begin experimenting with Computer Science.
The children will recognise that technology is used in the wider school when they go on an ICT spotting walk.
Whole School
Our children have access to a bank of laptops and iPads to support their learning. We use Kapow scheme of work, Rising Stars, Times tables Rock stars and other software packages to aid teaching and learning. We have interactive whiteboards in every classroom, and these are used daily to further enable and enhance learning.
We teach e-safety as an explicit part of our curriculum through Computing and in PSHE circle times. We discuss issues such as; keeping personal information private, trusting people and sources online, treating others online as we would in real life, posting images online, and what to do if anything makes children feel uncomfortable online. We also use the Jessie & Friends and Lee & Kim’s Adventure cartoons to introduce children to e-safety issues, as well as stories such as Smartie the Penguin and Digiduck’s Big Decision.
Impact
Computing has a high profile across the school and children can discuss the skills and knowledge they have with confidence whilst valuing online safety and respect whilst communication with their peers and others in the digital world. Children are able to understand the fundamental principles and concepts of computer science, analyse problems in computational terms and have repeated practical experience of writing computer programs in order to solve such problems. They also know how to evaluate and apply information technology, including unfamiliar technologies analytically so solve problems and, crucially, are responsible, competent, confident and creative users of information and communication technology.