At St Michael’s Primary school, our aim is that pupils leave primary school as confident, capable and creative users of digital technology, with a secure understanding of the fundamental principles of computer science and as safe, responsible and discerning digital citizens.
We aim to develop pupils’ computational thinking and creativity so that they can ‘understand and change the world’. Computing has three inter-related aspects, and these are covered in each year:
Computer Science (the foundations of computing, covering coding and computational thinking)
Information Technology (the applications of computing, including working with documents, data and digital media)
Digital Literacy (the implications of computing for individuals and society)
Implementation (Organisation across the school including EYFS)
Children in our Early Years Foundation Stage develop knowledge, skills and attributes that form a crucial foundation for computing at KS1. They are given opportunities, through exploratory play and adult-led activities, to program electronic toys; to name and interact with common technology using age-appropriate software and to select and use technology for a purpose. Through play, they begin to develop the planning, perseverance, creative-thinking and self-evaluation that will be crucial for the Key Stage 1 and 2 program of study. An online safety road map is provided for each year group which identities the e-safety needs.
Key stage 1 Pupils should be taught to:
understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Key stage 2 Pupils should be taught to:
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Enrichment and Resources
120 chrome books in school designated to the teaching of the computing curriculum
iPads (based in the early years area, however can be used by all children)
Bee-bots and Blue-bots (EY have access to these on a daily basis through their continual provision)
Each EY class has 2 class computers each to be used in exploratory play and adult-led learning.
Trips to the Apple Store
Internet safety day
Online training with Will Alderson from Microsoft (annually for parents and children)
Impact (Assessment, Recording and Reporting)
The impact of this curriculum will be that children are:
Confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school.
Continuing to know more about the computing curriculum and can articulate more about what they have learnt.
Children will have a secure and comprehensive knowledge of the implications of technology and digital systems. This is important in a society where technologies and trends are rapidly evolving.
Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.
We will check this via:
discussions and interviews with pupils
scrutiny of pupils’ work, where possible, from computing folders on Google Classroom work. This can be in the form of photos of practical activities · monitoring of planning · lesson snapshots, learning walks and staff feedback · discussions with and moderation between staff.
Evidence on Tapestry (EY and KS1)
Inclusion and Differentiation
Each lesson and unit in class is adapted to support the needs of all children and extend higher ability children. Our nurture department have a tailored curriculum based on the needs of their children. This is adapted from Switched on Computing. Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing Computing lessons.