In Computing at Findern Primary School, our intention is to help all pupils become independent, creative, and respectful digital citizens who are able to solve problems with a broad and transferrable skillset. E:Safety is embedded within the curriculum to make the safety of pupils an integral part of everything we do in Computing, helping to support safeguarding in our school. We aim to make computing fun for pupils, inspiring them to develop skills beyond the classroom and building an awareness of all the opportunities the subject provides so that our children are prepared for the ever-growing technological world in which we live.
At Findern Primary School, our Computing curriculum has been designed to be progressive, building upon the skills and knowledge as they move through school and preparing pupils for Key Stage 3. We use Teach Computing to deliver our computing curriculum. Pupils learn computing skills and develop independent learning skills with opportunities to continually review and revisit the skills covered. In addition, our children explore a variety of physical programming devices, such as BeeBots, ProBots, Crumble Controllers and Micro:Bits. Consequently, pupils utilise a range of software and hardware, primarily laptops, building upon skills and concepts they established from the previous year and developing them further in the current and subsequent years.
Our children begin their journey with technology in Early Years, with access to iPads, BeeBots and laptops. Teachers will facilitate children’s curiosity with modelling how to use the technology carefully and safely, and then challenging children to explore the equipment for themselves. Children in Early Years Foundation Stage are assessed within Understanding the World and their progress is tracked termly using Tapestry.
In KS1, the focus is on developing the use of algorithms and programming through a variety of plugged and unplugged activities. Children will continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to reach a destination and begin to debug when something goes wrong. Programming will then progress from BeeBots to coding apps, where children learn how to programme a variety of sprites. They are taught how to use technology purposefully through exploring a range of software, as well as improving their mouse control and word processing skills. They learn about online safety and what they should do if they encounter something that makes them feel uncomfortable. They understand what personal information is and why it is important to not share it with someone on the internet.
In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes, including controlling or simulating physical systems. They continue to debug algorithms when something goes wrong by using decomposition. Children develop their knowledge of computer networks and internet services. Children collect, analyse, evaluate and present data and information in a variety of ways. They continue to develop their purposeful use of the internet and technology through a variety of software, becoming more competent at word processing.
The children are taught online safety throughout each year of KS2. They will know how to keep themselves safe online and what to do if they come across something that makes them uncomfortable. KS2 are taught the difference between being a bystander and an upstander and the importance of reporting something they experience happening to themselves or another person, as in accordance with our Anti Bullying Policy and our Online Safety Policy.
Upper KS2 are taught the importance of media balance and appreciate that as they get older, they are more responsible for their online presence, digital footprint and how often they access a variety of forms of media.
Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident at using a range of hardware and software and children’s outcomes will be high-quality and purposeful. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.
Throughout the units of work, children’s progress is assessed. Teachers have high expectations and pupils’ progress is assessed using a combination of formative and summative assessment. It can also be measured by speaking to/interviewing the children themselves.