ICT (Computing)

Intent
All pupils at Langmoor Primary School are provided with broad, deep, learning experiences that balance all aspects of the Computing Curriculum. With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill that children must be taught if they are to be able to participate effectively and safely in this modern digital world. Computing has deep links with mathematics, science, and design and technology, and provides an insight into both natural and artificial systems.

In early years, pupils are encouraged to think curiously about the technology in the real world we live in through play and investigation. This continues throughout the Computing Curriculum into KS1 and KS2, as children expand and develop their skills in Computer Science. This is done through access to a wide range of technology including iPads, computers, data loggers and programmable toys. Our tailored Computing Scheme of Work, is designed to build on previous knowledge & skills and ensures progression that challenges children in all aspects of Computing.

Computing has deep links with all other subjects across the curriculum in which children are able to develop and practise the skills they have learnt. We aim in supporting our pupils to become digitally literate, so they are able to express and develop their ideas through information and computer technology – instilling strong foundations at a level relevant to the future workplace.

We teach pupils to become effective users of technology who can:

• Effectively and competently apply all aspects of Computer Science; including programming, algorithms, debugging and communication networks.
• Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.
• Become responsible, respectful and competent users of data, information and communication technology.
• Understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
• Use search technologies effectively to select relevant content from a ranked list.
• Utilise computational thinking beyond the Computing curriculum.
• Use computational thinking to analyse and solve problems.
• Are equipped with the capability to use technology throughout their lives.

 

Implementation

In EYFS computational skills are taught through cross-curricular learning with an emphasis on hands-on experiences and is assessed through the ELG – Mini Mash and Purple Mash are used to support the provision and progression of computing skills. Teaching is through context-based and role play experiences using many resources such as programmable toys.

In KS1 and KS2, Our Computing progression model is broken down into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology includes the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy is an understanding of the knowledge and skills relating to online safety and uses for technology. We follow the Purple Mash scheme of work from Year 1-6, ensuring consistency and progression throughout the school. Units cover a broad range of computing components such as coding, spreadsheets, Internet and Email, databases, communication networks, touch typing, animation and online safety.

As a school, we believe in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. By the end of KS2, our pupils are given more freedom to use other Computing tools and hardware/software such as BBC MicroBits.

Impact

We encourage our children to enjoy and value the computing curriculum we deliver. We focus on reasoning as when as fluency of the skills. We aim for our children to have an in-depth understanding of ‘why’ to ensure they can apply their skills in other problem-solving situations rather than just being able to follow and copy demonstrated skills.

We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing.

We measure the impact of our Computing curriculum with various formative methods of assessment including self and peer assessment. Children assess each other’s work and suggest constructive developments. E.g. Children find bugs in one another’s coding and with perseverance, debug and progress further. Children’s work across all three strands is saved on their computing blogs/ in folders on the school’s network. Children complete ‘beginning and end of unit’ WILF Grids to assess their own ability and understanding of the skills being covered prior to and the end of the unit. The Computing coordinator monitors the teaching and evidence of Computing through observations, saved work and scores collated on Purple Mash e.g. speed and accuracy of touch typing. We use our Computing knowledge organisers and working vocabulary walls to revisit and revise accurate use of vocabulary.

As well as assessing the skills, knowledge and understanding that children have developed in the subject, we also consider their level of enjoyment, engagement and application of the skills in other subjects. This also allows us to discover those children who have a flair in computing and help develop their talents even further. 

The document below details the skills and vocabulary progression across the school. 

 

                

Year 1 

Year 2 

Year 3 

Year 4 

Year 5 

YEAR 6 

• Coding
• Online safety
• Spreadsheets
• Blogging
• Text Adventures
• Networks
• Quizzing
• Binary
• Spreadsheets (Microsoft Excel)