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StamfordhamPrimary School

‘Learning, Caring and Achieving Together’
‘Learning, Caring and Achieving Together’

Computing

Intent

At Stamfordham Primary we want ALL pupils to be leaders of technology. Technology is everywhere and most recently has played a vital role in children’s’ lives. Therefore, we want to create a learning journey in computing that educates our pupils on how to use technology positively, responsibly and safely.  We want our pupils to be creators and share their learning in creative ways. Within our broad balanced curriculum covering computer science, information technology and digital literacy, children will discover a path for them to become skilful computer scientists, providing them with wide range of skills that will equip them beyond our gates. We want our pupils to understand that there is always a choice with using technology and as a school we recognise that the best prevention for a lot of issues we currently see with technology/social media is through education.

 

 

Implementation

Computer Science starts within our Early Years unit in both Reception and Nursery. Our children in Early Years provision are exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world. Children begin to look at algorithms and problem solving using Beebots and Code-a-pillars, strengthening their problem solving skills through unplugged opportunities too.

 

In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and clear instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs through using the Ozobots and Scratch. They will be shown how to use a range of information technology purposefully to create, present and research digital information as well as recognise common uses of information technology beyond school. They will be taught to 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. Each of these skills will be taught through exciting half termly units.

 

In Key Stage 2 the children will build on their computational thinking and design and write programs that accomplish specific goals, including controlling or simulating physical systems using Lego Wedo 2.0 as well as solving problems by decomposing them into smaller parts.  They will use a range of programs to deepen their logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search engines effectively on different devices and learn how information is selected and ranked. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Curriculum Breakdown:

Digital Literacy:

E-Safety

Identity

Online Relationships

Online Reputation

Online Bullying

Managing Online Information

Health, Wellbeing and Lifestyle

Privacy and Security

Copyright and Ownership

Computer Science: 

Creating Networks 

Programming

Computational Thinking

Information Technology:

Media & Designing Data/Information

Word Processing/Typing

Data Handling

Presentations, Web design and eBook 

Animation

Video Creation

Photography and Digital Art

Augmented Reality and Virtual Reality

Sound

Impact

We deliver a curriculum that our children enjoy and value. We constantly ask the WHY when exploring technology and not just the HOW technology works. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on beyond our gates.

The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through a 'show me task' as well as observing learning regularly. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes through children’s computing portfolio.

The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

 

SEND:

We encourage staff to embed computing across the curriculum to make learning creative and accessible for all. We believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning.

 

  • Familiarity – Lessons follow similar patterns and all involve aspects that appeal to various learning styles

  • Participation – Activities involve group or paired working with valuable roles for each member which encourages peer learning

  • Physical Activities – Unplugged activities (computing without a computer) makes it much easier to explore the concepts involved and to ask questions. This can be really beneficial to learners with communication or learning difficulties who find abstract concepts difficult and require a multimodal approach. Unplugged activities can include a range of sensory approaches, from physical movement to music, and from manipulating objects to drawing pictures. This approach helps to reduce cognitive load and has the additional benefit of being able to set the context in accordance with learner’s specific interests; which may motivate learning.

  • Progression – Tasks are structured into smaller steps that build toward achieving the overall objective; which form part of progressive units of work providing full coverage of the National Curriculum for Computing at Key Stage 1 and Key Stage 2

  • Flexibility – All units have a range of activities as well as a number of Extension/Enrichment ideas allowing teachers to cater for the individual needs of their pupils

  • Range – A range of teaching approaches and materials enable pupils to access learning. E.g. colourful support materials; engaging worksheets; video screencasts; imaginative unplugged activities and interactive online activities support pupil’s learning enabling them to achieve

  • Variety – A wealth of free software and online tools allow SEND pupils to demonstrate skills and progress, express ideas, improve digital literacy and boost self-confidence

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