Pupils receive a broad and balanced computing education with a structured, progressive approach to learning how computer systems work, the use of IT and the skills necessary to become digitally literate and participate fully in the modern world.
In Key Stage 1 and Key Stage 2, our scheme of work for computing is adapted from the ‘Teach Computing’ curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts, is based on the latest pedagogical research and it supports all pupils to succeed. It provides a progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs. Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities provide pupils with extra resources, such as visual prompts, to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences.
The National Curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.
The National Curriculum for computing aims to ensure all pupils:
can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (computer science).
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (computer science).
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (information technology).
are responsible, competent, confident and creative users of information and communication technology (digital literacy).
EYFS (Reception) Class
Whilst there is no statutory requirement to use and learn about technology in the EYFS as from September 2021, Christ Church Primary School believes that children should enter Year 1 with a strong foundation of computing knowledge. Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning.
In EYFS, We use the KAPOW computing scheme. Lessons are centred around play-based, unplugged (no computer) activities that focus on building children’s listening skills, curiosity and creativity and problem solving.
Technology in the Early Years can mean:
Allowing children the opportunity to explore technology in this carefree and often child-led way, means that not only will they develop a familiarity with equipment and vocabulary but they will have a strong start in Key Stage 1 computing and all that it demands.
Years 1 & 2
The New National Curriculum states that pupils in Key Stage 1 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
Years 3 - 6
The New National Curriculum states that pupils in Key Stage Two 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
Appreciate how search results are selected and ranked
Use search technologies effectively
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
Understand the opportunities (networks) offer for communication and collaboration
Be discerning in evaluating digital content
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
E-Safety and Digital Citizenship
We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.
Children build online resilience through the use of the ‘Project Evolve' - a resource created by South West Grid for Learning based on the DfE's Education for a Connected World’ framework. The Education for a Connected World framework describes the Digital knowledge and skills that children and young people should have the opportunity to develop at different ages and stages of their lives. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it. 'Project Evolve' provides teachers with the resources they need to meet the government’s Internet Safety Strategy of supporting children to stay safe and make a positive contribution online, as well enabling teachers to develop effective strategies for understanding and handling online risks.
Within each year group topics include:
Self Image and Identity - This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.
Online Relationships - This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.
Online Reputation - This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.
Online Bullying - This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.
Managing Online information - This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.
Privacy and Security - This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise.
Copyright and Ownership - This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.
Resources and Access
New laptop computers enable pupils to access the computing curriculum, along with a range of other resources such as iPads and programmable toys.
Classteachers are responsible for ensuring resources are returned and stored away correctly after use.
A service level agreement with 2-IT is currently in place to support the subject leader in the organisation and upkeep of hardware and software.
Computing network infrastructure and equipment has been sited so that:
Every teacher and teaching assistant has a laptop connected to the school network and an interactive screen with sound.
Internet access is available in all classrooms and public areas.
Each class has one allocated slot per week for teaching computing as a discrete subject and have priority use of the laptop bank during this time. To support the delivery of computing lessons, teachers may request to teach their computing as a 'block' of lessons over a series of days rather than as discrete lessons once per week.
The laptop bank and iPad bank is available for cross-curricular use throughout the school day
Pupils may use IT and computing independently, in pairs, alongside a TA or in a group with a teacher
Pupils showcase, share, celebrate and publish their work in a variety of ways. For example, in the Year 6 unit of variables in games, pupils will move around the class, playing each others games and offering feedback. In the Year 2 unit on digital photography, pupils may print and display their work in the classroom before taking it home to share with parents.
To monitor progress, teachers take photographs during lessons and write observations in their 'floor book'. Pupils are encouraged to look through the book to remind themselves of their learning journey. At the end of every unit, teachers assess pupils as either a 1 - below the expected standard; 2 - working towards the expected standard or 3 - secure in the expected standard. These assessments are reviewed at the end of the academic year to provide an overall assessment in computing and this will be shared with parents on the pupil report.