Computing
CURRICULUM STATEMENT - COMPUTING
“Computers themselves, and software yet to be developed, will revolutionise the way we learn.” Steve Jobs
“Computing is not about computers anymore. It is about living.”
Nicholas Negroponte (MIT)
Introduction:
The use of computers and computer systems is an integral part of the National Curriculum and knowing how they work is a key life skill. In an increasingly digital world there now exists a wealth of software, tools and technologies that can be used to communicate, collaborate, express ideas and create digital content. At Ivy Bank Primary School we recognise that pupils are entitled to a broad and balanced computing education with a structured, progressive, approach to learning how computer systems work, the use of Information Technology (IT) and the skills necessary to become digitally literate and participate fully in the modern world. The purpose of this statement, which should be read in conjunction with the school Computing policy, is to state how the school intends to make this provision.
Intent:
It is the intent of Ivy Bank School to teach discrete computing lessons for at least one hour each week. The school will meet the requirements of the National Curriculum for Computing by providing a relevant, progressive, challenging and enjoyable curriculum for all pupils. The school will equip pupils with the confidence and capability to use technology throughout their later life by using IT and Computing as a tool to enhance learning throughout the curriculum. Ivy Bank School will ensure that pupils will develop the understanding of how to use digital devices and IT safely and responsibly by responding to new developments in technology.
Implementation:
The teaching of Computing follows the National Curriculum and the EYFS Development Matters. Computing is taught using a blocked curriculum approach. This ensures children develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the Purple Mash Computing Scheme of Work for the planning of their computing lessons. The implementation of the curriculum, through the scheme of work, 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, with the subject knowledge becoming increasingly specific and in depth and more complex skills being taught; this ensures progress in 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. We have a range of computing hardware that includes a computing suite and class sets of computers to ensure that pupils have the opportunity to use computing skills 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. Ivy Bank is also developing links to British Values and SMSC which can be promoted through computing.
Early Years Foundation Stage
It is important in the foundation stage to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. Computing is not just about computers. The Early years learning environments feature computing scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or program a robot. They can access a range of phonics and maths games on the school computer systems. Recording devices can support children to develop their communication skills.
Key Stage 1 and Key Stage 2
At Ivy Bank School, 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 the Purple Mash Computing Scheme of Work, for the planning of their computing lessons. We have a computing suite and 3 class sets of Chromebooks based in Years 4, 5 and 6 to provide 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:
Learning in computing will be enjoyed across the school. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.
Assessment of children's learning in Computing is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. Summative assessment is conducted by class teachers across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded. This is tracked on our online assessment monitoring system. Design and Technology is also monitored by the subject leader throughout the year in the form of lesson observations and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.
Scheme of Work
At Ivy Bank School, our Computing scheme of work is based around the Purple Mash resources. Please click here to see our scheme of work.
Our children use Wonde to log in to our computer systems and access digital resources. To start to login, click here.