Vision for Computing

At Great Horwood we believe in preparing our children for the future; with computing becoming an increasing part of life today, it is essential that our children gain the confidence and ability that they need to prepare them for the technological world. We believe that the use of ICT will enhance children’s learning across our curriculum and support other areas of learning.

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. 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. Computing 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.

At GHS we are great programmers when pupils:

• Are aware of the possible risks when using the internet and understand how to keep themselves safe online;
• Use technology safely, respectfully and responsibly; recognise acceptable and unacceptable behaviour; and identify a range of ways to report concerns;
• Are responsible, competent, confident and creative users of information and communication technology;
• Understand and apply the essential principles and concepts of Computer Science, including abstraction, logic, algorithms and data representation;  
• Can analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems; 
• Can evaluate and apply information technology analytically to solve problems; 
• Can communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

Curriculum Intent for Computing across Foundation Stage, Key Stage 1 and Key Stage 2

INTENT

The use of information and communication technology (computing) is an integral part of the national curriculum. Computing has become part of the way we all work and entertain ourselves. Almost everything we do at school now involves the use of computing; online lessons & remote learning, research, presentation, recording, video and imagery, teaching plans and resource materials; lesson delivery via either interactive whiteboard or visualiser; communication by E-mail; document distribution and storage; assessment information analysis; production and editing of reports.

We aim for our children to be digitally literate. Through teaching computing we facilitate children’s participation in a world of rapidly-changing technology. We enable them to find, explore, analyse, exchange and present information. It is our intention that our children become responsible users of technology and can use the internet respectfully and safely; developing the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.

Computing encompasses three key areas:

1. computer science (programming and understanding how digital systems work);
2. information technology (using computer systems to store, retrieve and send information); and
3. digital literacy (evaluating digital content and using technology safely and respectfully).

EYFS

In the Foundation Stage, our young digital citizens develop a greater understanding of the world by recognising a range of technology that is used in their homes and school. Through experimenting with a range of different equipment such as iPads, tablets, laptops, cameras, microphones and mechanical toys, the children will begin to speculate on why things happen or how things work and interact with age appropriate computer software.

Understanding the World (UW) is one of the four specific areas of learning in the EYFS framework. It involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology, and the environment.

Children’s basic needs for information and the development of communication skills are key to their success in life. Engagement with computing achieves the best outcomes when children’s encounters with computing are enhanced by adults. When used across all areas of the Early Years Foundation Stage, it will offer opportunities for children to:

• Work as part of a group, taking turns and co-operating;
• Increase their vocabulary through conversations and discussions;
• Develop their creativity and imaginative play;
• Increase their knowledge and understanding of the world;
• Include activities that involve investigation, exploring and solving problems.

Key Stage 1 and Key Stage 2

In KS1 and KS2, computing is taught through all three strands in each year group, but the subject knowledge becomes increasingly specific and in-depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Computational knowledge and understanding is presented in a variety of ways using skills taught in English, mathematics, science, design & technology and art to develop more meaningful learning experiences. We believe children should be taught computing content through a variety of hands-on learning experiences to develop them as technologists. The teaching of computational vocabulary is key for our children.

IMPLEMENTATION

Computing is taught using a blocked curriculum approach. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use a range of schemes as a starting point for the planning of their computing lessons, which are richly linked to our engaging cross curricular topics where possible and taught discretely where needed. E-safety is given a high priority and taught every half term at the beginning of a new area of study. We engage with Internet Safety Week and regularly hold pupils and parents on-line safety workshops led by the NSPCC or local CEOP officer.

Knowledge and skills are mapped across each topic and year group to ensure systematic progression. We have chrome books, laptops, ipads, tablets and beebots to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

IMPACT

The implementation of our computing curriculum ensures that when children leave Great Horwood Church of England School, they are competent and safe users of ICT with an understanding of how technology works. They will have developed skills to express themselves and be creative in using digital media and be equipped to apply their skills in Computing to different challenges going forward.

By the end of Reception most children will attain the Development Matters outcomes for 5 yr olds

• Technology:  children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
• Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

and will be able to:

• Show an interest in ICT
• Know how to operate simple equipment
• Complete a simple program on the computer and / or perform simple functions on ICT equipment
• Find out about and identify the uses of everyday technology and use information and communication toys to support their learning.

By the end of Year 2, most pupils will attain the national curriculum outcomes for 7 yr olds and will be able 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.

By the end of year 6, most children will attain the age related expectations for 11 year olds and will be able 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.

Progression in Computing

Safeguarding

Safety is paramount and all forms of technology should be checked out by adults before being used with children. WE have ensured our child protection policies cover the use of technology by adults and children within the school.

The school complies with

• Inspecting Safeguarding in early years, education and skills settings

Appropriate filters and monitoring systems are in place to protect learners from potentially harmful online material.

Special Educational Needs and Equality

Specialised computing equipment for children with SEN will either be purchased from the SEN Budget and will be maintained by the School or provided by Buckinghamshire SEN IT department and maintained by them.

Lesson plans are to be differentiated to ensure equality of access to all children. For children with special needs, tasks may have to be broken down into small steps, giving them achievable goals, and activities should reinforce the pupil’s understanding of content covered previously. In this way all children will be enabled to achieve their full potential.

Great Horwood School is committed to promoting Disability Equality and equality of opportunity for pupils with learning difficulties. When planning and teaching Computing staff will make reasonable adjustments to promote equality of opportunity for disabled and nondisabled pupils. This could include;

• allocating adult support
• providing additional support materials (e.g. visual aids such as photographs, Makaton symbols, concept boards)
• providing alternative resources e.g. switch technology which is easy to manipulate, use of alternative materials for pupils with sight or hearing difficulties.
• modifying tasks (e.g. working on the same objectives but with an alternative choice of media, recording work in different ways such as with a digital camera/ verbally/ with a tape-recorder)
• See also the SEN Policy

Wider impact of Computing

‘Computing education must enable young people to continue to keep up with the pace of technological change so that they can remain effective, well-informed and safe citizen’ (After the reboot: computing education in UK schools – Royal Society)

Computing is open to all children, of whatever age, gender, ethnic origin, ability and social background because it teaches children skills that will be essential for the modern world. Care is taken to avoid cultural or gender stereotyping when selecting resources and planning activities. Consideration should be given to the use of technology in different cultures. We will strive to celebrate computing achievements from around the world regardless of nationalities.

SMSC

Spiritual Development in Computing

Computing education provides opportunities for reflection of awe and wonder about the achievements of ICT today and possibilities for the future. Pupils have the opportunity to reflect on issues – such as how computers can sometimes perform better in certain activities than people. Pupils’ spiritual development, their sense of self and will to achieve is promoted by teachers praising their contributions and endeavour. They can:

• Reflect on their own and others’ lives and the impact computer science has on this.
• Discuss the power and limitations that computing can have – particularly on an individual's beliefs.
• Develop self-esteem through the presentation of work to others.
• Explore how ideas in computing have inspired others.
• Experiment with and trust their own beliefs and ideas.

Moral Development in Computing

Moral education in computing provides opportunities for pupils , enabling them to reflect on the possible consequences of different actions and situations. It can raise issues and moral dilemmas, such as whether it is morally right to have computer games whose aim is killing and violence, reflecting on rules around these e.g. age. They also have opportunities to discuss whether it is right that some people in this country and in other countries do not have access to the internet; as well as debating the sharing/selling of personal data and the consequences. Pupils:

• Are taught good etiquette when using digital technology, including mobile devices, with due regard to e-safety.
• Are encouraged to respect other people’s views and opinions.
• Develop respect in the use of digital equipment and its impact on the environment – ink and paper wastage.
• Explore moral issues around the use of digital technology – copyright and plagiarism.
• Express their own responses and opinions of the work of others with a justification for their view.

Social Development in Computing

Social education involves collaborative work which encourages social development. Computing can also help pupils to express themselves clearly and to communicate. Pupils:

• Are encouraged to assist each other when problem solving.
• Use appropriate social behaviours and to interact as part of a caring community.
• Are taught good practice and respect in the use of social networking.
• Work collaboratively on musical projects.

Cultural Development in Computing

Cultural education involves breaking through linguistic and cultural barriers through e-mailing or video contact across the world. New opportunities to communicate through different media are discussed – such as social media – are created. Pupils have opportunities to explore aspects of their own culture and they can also begin to make connections between different cultures. Pupils:

• Use digital technology sensibly in the classroom and are encouraged to do the same at home.
• Are empowered to use and apply their computing skills to the wider curriculum.
• Respect and develop an awareness and appreciation of how differing cultural, spiritual and religious views might differ towards the use of digital technology.