At Holy Cross Catholic Primary, we recognise that pupils are living in a rapidly changing world, in which ICT is playing an ever-increasing role. We aim, therefore, to equip children with the skills to adapt to new technology and to give them confidence to use ICT and computing skills to further their learning and assist them in everyday life.
Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. Our curriculum has been designed to incorporate uses of technology such as Google Education Suite, Google Docs, Slides, Sheets, a range of iPad apps and educational software.
The school’s aims are to:
- Provide a broad, balanced, challenging and enjoyable curriculum for all pupils.
- Develop pupil’s computational thinking skills that will benefit them throughout their lives.
- Meet the requirements of the national curriculum programmes of study for Computing at Key Stage 1 and 2
- To stimulate interest in new technologies.
- To equip pupils with the confidence and skills to use digital tools and technologies throughout their lives.
- To enhance and enrich learning in other areas of the curriculum by cross curricular use of ICT
- To develop the understanding of how to use computers and digital tools safely, respectfully and how to stay safe online.
In Key Stage 1, pupils 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
Pupils in Key Stage 2 will be taught to:
- Use technology safely, respectfully and responsibly
- Recognise acceptable and unacceptable behaviour
- Identify a range of ways to report concerns about content and contact
- By the end of primary school, pupils will know:
- That people sometimes behave differently online, including by pretending to be someone they are not.
- That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
- The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
- How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
- How information and data is shared and used online
- How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
In order to meet these expectations, we ensure that the progression is through our scheme of learning and progression maps. We ensure that children have access to a range of resources including chromebooks, laptops, iPads, BeeBots, an interactive whiteboard, and a range of educational software across the curriculum. Where appropriate, computing is used to develop cross-curricular links. Children’s experiences and produced work is monitored and evaluated and that staff skills and knowledge is kept up to date. Where possible, we aim to ensure that resources and equipment are up-to-date.
Our intent when teaching Computing is to:
Offer a structured sequence of lessons in units, helping teachers to ensure that they have covered the skills required to meet the aims of the national curriculum. The content allows for a broad, deep understanding of computing and how it links to children's lives in school and beyond. This allows children to apply the fundamental principles and concepts of computer science. They develop analytical problem-solving skills and learn to evaluate and apply information technology safely. It also enables them to become responsible, respectful, competent, confident, and creative users of information technology. In Key Stage 1 and 2, all class teachers follow the planning primarily using Twinkl planning with elements of Barefoot and G-Suite plans. This planning ensures good progression and coverage across the primary age range, with prior learning being revisited and then built on across the key stage. Some schemes of work spread across a half term and some across a full term, depending on the content. Each scheme of work progresses to a final piece of work for the unit. Each week class teachers take photos of the lessons and store these on the T-drive, they also create a page in the Curriculum Floorbook. Where appropriate, learning will be shared on digital platforms such as Class Dojo and Tapestry. Teacher will then upload the videos to the T-Drive. This evidence is then used to support the teacher-based assessment at the end of the topic.
We implement this by: providing lessons that contain an opportunity to revisit concepts and complete analysis and problem solving. Through our delivery of Computing, we intend to inspire a love of the digital world, see its place in their future. Cross-curricular links will be made, where possible, to support other areas of learning for example many Data Handling objectives are covered in Maths and Science topics. Our plans and resources are used in combination to ensure children are exposed to a rich variety of activity. In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. In KS2, the focus is on algorithms, programming and coding but in a more complex way and for a variety of purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology.
The impact will be: Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality evidence will be presented in a variety of forms. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. 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.