Computing
Technology is integral to the lives of all children in our society and therefore it is important that all children at the Boyle and Petyt Primary School (the School) learn how to use information and communication technology so that they are prepared for the next stage in their education. The School teachers the key objectives set out in the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage. Lessons in Key Stages 1 & 2 follow the National Centre for Computing Education Teach Computing Curriculum. Curriculum teaching resources (teachcomputing.org)
INTENT
Computing at The Boyle and Petyt Primary School intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.
Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.
Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum. Through the School’s computing curriculum, it is the intention that all children will:
- understand the purposes and principles of information technology;
- know how to use a range of software to create, store, and present information and images;
- know how to use digital technologies to communicate with others;
- create programs, systems and content using computer code;
- understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation;
- apply their prior learning to new situations and new technologies they encounter;
- understand how to stay safe on line and whilst using digital technology (see the School’s E-Safety Policy);
- learn how to touch-type;
- use their knowledge and skills to enhance their learning across the curriculum;
- enjoy using technology;
IMPLEMENTATION
All children experience computing through their scheduled lessons and through wider opportunities that arise during their education.
In the EYFS, children have regular opportunities to learn about and use technology through conversation, stories, activities, visitors, events and educational visits.
In Key Stages 1 and 2, computing is taught in weekly timetabled lessons. Teaching follows the systematic progression of components set out in the School’s Computing Progression Map. More detailed specific learning objectives are set out in the Essential Knowledge Overviews and .
Cross-curricular links with other subjects, are explored where they add depth to the teaching of this subject.
In lessons children work as a class group, in small groups, in pairs and independently. Activities, facilitated by the teachers, incorporate collaborative learning activities and independent learning tasks and reflection. Primarily, children use iPads and lap tops.
Where appropriate, learning is enhanced by visiting speakers, workshops run by experts and educational visits.
Lessons incorporate regular opportunities for ‘over-learning’.
All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils. Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively. When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills. Evaluating lessons helps teachers to identify where changes can be made for future planning and development.
In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported. Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.
IMPACT
Children’s progress is assessed by the computing teachers against the objectives and end points set out in the School’s Computing Progression Map and the Essential Knowledge Overviews.
Lessons include regular low-stakes testing allowing teachers to evaluate the extent to which pupils know and remember more.
Monitoring is carried out by the Computing Subject Leader through:
- reviewing planning documentation;
- discussions with staff;
- pupil voice;
- classroom observation; and
- work monitoring.
Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.