At St Helen’s we intend that children should master computing to such an extent that they can go on to have careers within computing and make use of computing effectively in their everyday lives, without being completely reliant on technology.  Our children will be taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others.  They will be taught computing in a way that ensures progression of skills and follows a sequence to build on previous learning.  Children will gain experience and skills of a wide range of technology in a way that will enhance their learning opportunities, enabling them to use technology across a range of subjects to be creative and solve problems, ensuring they make progress.

The Computing  curriculum at St Helen’s Primary Academy is as broad and ambitious as the 2014 Primary National Curriculum in England, which provides a framework and outlines the knowledge and skills taught in each Key Stage. The core skills of computing are taught as a discrete programme (Kapow) across the academy. However, other elements of the computing curriculum are integrated into the curriculum as part of project work. These include online-safety, digital publication and presentation, research, data handling and the use of digital media.

We recognise that children need to learn how to stay safe online and we develop this awareness regularly during computing lessons, and also by participating in Safer Internet Days.

Our children enjoy and value computing and know why we are doing things, not just how.  Children will understand and appreciate the value of computing in the context of their personal wellbeing and the technological, creative and cultural industries and their many career opportunities. 

Progress in computing is demonstrated through regularly reviewing and scrutinising children's work, in accordance with our computing assessment policy to ensure that progression of skills is taking place. This will be done through:

• Looking at pupils work, especially over time, as they gain skills and knowledge

• Observing how pupils perform in lessons in relation to acquiring new skills

• Observing how responsible pupils are in lessons and how they show regard for their own safety and that of others

• Talking to pupils about what they know and why they are learning those skills

• Discussing with pupils how they think their knowledge and skills will support and equip them in their future

Micro level - Formative assessment (Task by task) 

Ongoing AFL during lessons through: 

- Eliciting information through questioning and dialogue 

- Providing feedback with clear direction on how to improve 

- Helping children to understand how to become successful (criteria) 

Meso level - Lesson by lesson assessment 

- Knowledge checks at the start of the lesson to ensure children are remembering more content and vocabulary over time

- ‘Do now’ retrieval quizzes at the start of every lesson to recall key content and vocabulary from previous lesson

Macro level - End of unit

End of unit assessment based around content and knowledge taught throughout the unit. 

Data analysis to inform future planning and coverage. 

Mega level - Standardised test 

No Standardised tests are in place for the Computing curriculum