“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” (David Warlick)

Policy Overarching Objective

We believe every child has the right to a high quality computing education and that the skills children develop through computing have a huge impact on many other areas of life and learning. Teaching in computing reflects our curriculum intent of learning about the challenges the world is facing, have the inspiration to improve and preserve the future of our planet, and to live happy, healthy and kind lives, in the way that Jesus teaches us. 

The aims and objectives of computing are in line with the National Curriculum and enable children:

• To understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

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

• To evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

• To be responsible, competent, confident and creative users of information and communication technology.

Implementation

In Early Years:

Understanding the World:

Pupils should be taught to:

• acquire basic skills in turning on and operating ICT equipment,

• operate mechanical toys,

• know how to operate simple equipment,

• show an interest in technological toys,

• show skills in making toys work by pressing parts or lifting flaps to achieve effects,

• know that information can be retrieved from computers,

• complete a simple program on a computer,

• interact with age appropriate software,

• recognise that a range of technology is used in places, such as home and school,

• select and use technology for particular purposes.

In Key Stage 1:

Pupils should be taught 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.

In Key Stage 2:

Pupils should be taught 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

Computing is tracked through termly assessments. As an inclusive school, we recognise the need to tailor our approach to support children with Special Educational Needs as well as those who would benefit from further enrichment and challenge.

Appropriate arrangements are made by the class teacher to accommodate any specific special needs that a pupil may have, thus enabling them to participate in computing activities. The class teacher and support staff will identify pupils who show a particular talent for computing and appropriate provision is provided for them. 

Cultural Capital links to Computing 

Pupils have the opportunity to take part in Digital Week, which enables them to experience technologies and programs that are new to them. 

Pupils have workshops to enhance their learning and enjoyment of technology.

Digital Leaders assist in the recording of assemblies, assisting staff and pupils in other classes and to promote an interest and passion for technology throughout the school.  

Digital Leaders attend the annual BETT exhibition with Subject Leader.

Maths - Collect and classify data and enter into data handling software for interpretation and the creation of charts and graphs. Use of apps such Sumdog,  etc. 

Geography - Google Earth & Street View used for map reading and identifying physical features of areas, VR Headsets for immersion in a particular place.

History - Chromebooks for research, VR Headsets for historical experiences.

Art/DT - Google Cultural Institute for access to artworks and galleries from around the world, Google Drawing for online artwork and VR Headsets to allow children “enter” paintings.

Literacy - Google Classroom/Docs/Slides for creating pieces of writing/presentations, VR Headsets for ‘hooks’, Green Screen for interviewing,reporting and acting

Science - VR Headsets for Augmented Reality, enabling children to see the heart, animals etc. in 3D.