***Please contact Mr Perry if you have any concerns regarding any online activity regarding your child in school***
What we believe for our curriculum
- Using technology in a safe, considered and respectful way.
- Identify the exciting changes in a complex online world and discuss the risks.
- Encourage responsible actions online and identify methods of how to raise a concern.
- Build upon skills required in the computing curriculum and embed programming skills.
How we put our aims into daily practice (Implementation)
There are three aspects to the Computing Curriculum: Computer Science, Information Technology and Digital Literacy. The core of computing is computer science, in which pupils are taught the principles of 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 whatever the future digital world may become.
In Key Stage 1 and 2, the children are taught Computing and Online Safety by their class teacher following the ‘Kapow’ Computing Scheme and 'Project Evolve' Online Safety Scheme. ‘Kapow’ and 'Project Evolve' are both directly linked to the school’s Progression of Skills Grid document and associated assessment documents used to track the progress of individual pupils. Time is dedicated to Computing and Online Safety for at least one hour a week; in addition to this, reactive work is completed as and when particular Online Safety issues arise specific to certain classes.
EYFS -A separate Progression of Skills Grid has been created by the EYFS team. The class teachers in EYFS integrate digital technology and computing teaching within their RoK curriculum.This work is also linked to the Understanding of the World Early Learning Goals (ELGs) which underpin the curriculum planning for children aged 0-5. Through these ELGs we aim for pupils to: recognise that a range of technology is used in places such as homes and schools; know that this technology is used for particular purposes and know what to do if they feel worried about anything they experience online.
Skills, continually revisited, are built upon to ensure that pupils make, or exceed, expected progress. Units of work link directly to the foundation subjects and the overarching topic themes. During the World at War topic, children are able to link to their computer coding understanding (ciphers/enciphers) and also record their own call to arm speeches using appropriate software. This example demonstrates just one area, of one year group, which links directly to our broader curriculum. Not only are pupils implementing new learning, but also have the opportunity to revisit concepts learnt in previous lessons and various subject areas. Whether it’s visiting The Hollow to collect data of mini-beasts found or creating animations linking to the class texts, links are being across a number of exciting curriculum areas.
Children most definitely benefit from building on skills they have learnt in all foundation subjects and weave their knowledge from a number of curriculum areas. Schema words are used appropriately by teaching staff which ensures that children are using appropriate terminology. Parents are involved with changes in the computing curriculum and online safeguarding through monthly newsletters, Twitter updates and workshops within school.
A range of excellent resources are used by pupils to implement their learning: A Suite of PCs, class laptops, BeeBots, Crumble Bots, Programming software, including SCRATCH and the 3D printer using SketchUp and Tinkercad. These interesting and exciting pieces of hardware and software ensure that pupils are excited and enthusiastic about computing.
By working with other Subject Leads the Computing Lead ensures that children are able to apply their knowledge to the Computing curriculum from a range of other curriculum areas. This approach to teaching reinforces that regular revisiting of skills enabled pupils to be more confident.
We are successful because