Computing

Intent

Appreciate, Participate, Innovate 

We expect our children to become independent and resilient users of technology, having the confidence and critical problem solving skills required to live in a digital world. We teach specific vocabulary and terminology that allows children to appreciate the learning and to explore concepts with a sense of wonder. We teach engaging projects that encourage children to actively participate in their learning, concluding in children applying their knowledge and skills in an innovative way to solve problems to a range of different ways.

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also 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 and as active participants in a digital world.

Aims

The national curriculum for computing aims to ensure that all pupils:

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

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

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

How is this subject planned?

• National Curriculum is taught in KS1 and KS2

• There are no early learning goals that directly relate to computing objectives. However, at Stanmore we believe it is important to introduce children to technology and e-safety in the Early Years

• Each year group has termly or half termly projects, each with subject knowledge and skills to be taught The National Curriculum for Computing is taught through subject specific projects. Where appropriate, there is interconnection between computing and other subjects, for example design and technology. The purpose of this is to connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills. 

Implementation

The Stanmore Approach

At Stanmore Primary School, we believe that technology is an important component of modern-day life, developing and transforming the future of the world. We use our local area and community, incorporating these into our curriculum. The computing projects that we teach are well sequenced to provide a coherent subject scheme that develops children’s understanding of computing systems and networks, creation of media, programming and data and information skills. This is supported by a clear progression in substantive and disciplinary knowledge that is built on year by year. In KS1 the children have the opportunity to explore our grounds and create media such as digital paintings and photograph their locality. This is continued through topics in KS2 when children get to edit their local photography and publish their work online. Throughout their time at Stanmore children explore the various computing systems and networks in their immediate areas, such as in the classroom or at home, and discuss how technology, such as computers, tablets, gaming consoles, and social media impacts their own lives and the lives of the people in their local community.

BEST values and Keys for Success

Through our computing curriculum, we give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to be their BEST. Computing naturally encourages resilience, persistence and co-operation as children are required to test new ideas or algorithms, support each other through mistakes by debugging and work in groups to create media or programmes. They are expected to show respect for the hardware and software that they use and how they behave online and on social media. They have confidence and trust in their own and other’s ideas. Within their working groups, children show they belong by demonstrating responsibility for their designated roles to ensure everyone learns effectively. By using their organisation skills the children are able to demonstrate their work and achieve excellence.

Inclusion

We are committed to inclusion and every child is entitled to a computing curriculum that may be adapted to their individual needs. Suitable learning challenges appropriate to the diverse needs of all children ensure progression. To overcome learning barriers, a range of curriculum adaptations are provided e.g. consistent terminology, adapted computing equipment or programmes, alternate language keyboard overlays and practical opportunities to reinforce  knowledge through physical computing. Therefore all children will be confidently accessing the computing curriculum at their level.

SMSC and British Values

Computing at Stanmore Primary School supports spiritual and cultural development by providing opportunities for children to think, reflect and wonder at the way different facets of technology work around them. In computing we cover a range of moral issue including how to stay safe online, how to treat others online and how to use technology respectfully (through technological outlets such as social media or online gaming). We promote our British values by exploring how computing can contribute positively to the lives of others and how information technology are an important aspect of lives around the world. We teach pupils the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated, including the importance of copyright and ownership and online privacy and security.

Oracy

At Stanmore we use Computing Knowledge Organisers to teach subject specific vocabulary, this includes Tier 2 and Tier 3 words. Children are encouraged to share their independent thoughts, connecting new knowledge with previous learning.  We use a range of approaches to introduce new vocabulary. This includes repeated practice in different contexts, for example paired and group work and retrieval practice. Children are expected to use to use the vocabulary in their written and spoken language. We encourage children to ask questions, using ‘agree, build challenge’ (ABC) to enable the teacher to build on and extend children’s scientific thinking.

Impact

How is this subject assessed

• By the end of each key stage, pupils are expected to know, apply and understand the content, skills and processes specified in the relevant programme of study of the National Curriculum. Teachers make assessments using the science knowledge organiser and through the innovate challenge. Teachers keep track of any children who are not meeting the year group expectations.

• Assessment of Computing is reported to parents in the annual report.

How is this subject monitored

• The subject leader is responsible for monitoring the planning, teaching and assessment of the subject. This is triangulated through book looks, pupil conferencing, learning walks and discussions with teachers

• Governors carry out regular monitoring visits in school and update the Full Governing Body through Governor Visit reports.

Pupil Voice

“I have played with a BeeBot.”
- Year R

“I enjoyed learning how to solve online bullying problems. I know now to block or report and tell a trusted adult.”
- Year 4

“We have used Micro Bits which are like Scratch. We made a pattern with eight lights that we could tell when to flash or go on and off with the right commands.”
- Year 5

“I’ve got better at coding, I used to find it hard but with more practice, I’ve got better at it.”
- Year 6

Year R

There are many opportunities for young children to use technology to solve problems and produce creative outcomes in Early Years. In particular, many areas of the framework provide opportunities for pupils to develop their ability to use computational thinking effectively. These include: the use of a keyboard and mouse; giving instructions in a clear, sequenced way and  equipping the role play area with a range of technology, both functioning and model / broken devices, or a variety of electronic toys, such as remote controlled cars, walkie-talkies and interactive pets, as part of continuous provision.  In addition internet safety is also covered through the project evolve curriculum.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6