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:
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:
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:
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
and will be able to:
By the end of Year 2, most pupils will attain the national curriculum outcomes for 7 yr olds and will be able to:
By the end of year 6, most children will attain the age related expectations for 11 year olds and will be able to:
Progression in Computing
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Years 1/2 |
Years 3/4 |
Years 5/6 |
C O M P U T E R
S C I E N C E |
Pupils should be taught to:
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Pupils should be taught to:
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Pupils should be taught to:
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DIGITAL LITERACY |
Pupils should be taught to:
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Pupils should be taught to:
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Pupils should be taught to:
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ICT |
Pupils should be taught to:
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Pupils should be taught to:
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Pupils should be taught to:
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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
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;
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:
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:
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:
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: