Pittington Primary School

Computing Curriculum Intent

Our Computing Lead is: Mrs Rowell

Our Computing Link Governor is: Mr Wright

"A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. 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."

National Curriculum

Intent

At Pittington Primary School we realise that digital technology is everywhere and an ever increasing part of everyday life at home, school and in the wider world. Because of this we follow the national curriculum for computing and provide a computing curriculum which is not only deeply linked with maths, science and design technology but also every area of the wider curriculum. Children encounter a rapidly changing world where computing technology is at the forefront. The curriculum will prepare them for this by ensuring an in depth coverage of the three main strands of computer science, information technology and digital literacy. All children, including disadvantaged and those with special educational needs will learn the function and uses of a wide range of programmes and technology, be able to apply those skills and showcase their creativity in doing so. Teachers will react to the in school environment and tailor their curriculum accordingly with flexibility and creativity. By carefully building upon knowledge and understanding in each year group, children will progress year on year and be ready for their responsible, active future in the workplace and the wider digital world. By the time children leave year 6, they will be able to understand the fundamental principles and concepts of computer science, analyse problems in computational terms and have had repeated practical experience of writing computer programs in order to solve such problems. They will also know how to evaluate and apply information technology, including unfamiliar technologies analytically so solve problems and, crucially, will be responsible, competent, confident and creative users of information and communication technology.

Implementation

We follow the national curriculum for computing and have created a bespoke whole school long term plan where progression of skills is carefully sequenced following the Kapow Scheme of Work. Each year group’s objectives are selected to build upon the learning that took place the previous year and continue to prepare them for the coming year too. The objectives are split into the three strands of the national curriculum; computer science, digital literacy and information technology. Teachers are not only aware of what they must teach but also of what the children already know and what they will need to know in the coming years. The teaching staff are non-specialist teachers in computing and, accordingly, the computing subject lead delivers CPD training to other staff and also uses skill auditing to ascertain if there are any requirements for external training or support in school to ensure the curriculum is delivered to the highest standard. Our model for delivering computing is based upon allocating sufficient time, approximately 12 hours a term, to deliver our curriculum where children experience using a range of software and technologies.

Our computing curriculum recognises that ICT is able to be taught both as a discrete subject as well as being woven cross-curricularly. Many of the skills are transferrable which provides a wealth of learning opportunities across the curriculum subjects including art, D&T, maths, geography, science, and literacy.

 Computing in EYFS

In Early Years, ICT is taught fluidly through the Early Years Curriculum as part the new curriculum. In the Early Years classroom there are computing resources available at all times in the continuous provision:

Our children have access to PCs at all times, take photographs on the iPads and cameras, experiment with pully toys and lift-the-flap books, have access to remote controlled cars and Beebots and more resources to begin experimenting with Computer Science.

The children will recognise that technology is used in the wider school when they go on an ICT spotting walk.

Whole School

Our children have access to a bank of laptops and iPads to support their learning. We use Kapow scheme of work, Phonics Play, Rising Stars, Times tables Rock stars, Numbots and other software packages to aid teaching and learning. We have interactive whiteboards in every classroom, and these are used daily to further enable and enhance learning.

We teach e-safety as an explicit part of our curriculum through Computing and in PSHE circle times. We discuss issues such as; keeping personal information private, trusting people and sources online, treating others online as we would in real life, posting images online, and what to do if anything makes children feel uncomfortable online. We also use the Jessie & Friends and Lee & Kim's Adventure cartoons to introduce children to e-safety issues, as well as stories such as Smartie the Penguin and Digiduck’s Big Decision.

Impact

Computing has a high profile across the school and children can discuss the skills and knowledge they have with confidence whilst valuing online safety and respect whilst communication with their peers and others in the digital world. Children are able to understand the fundamental principles and concepts of computer science, analyse problems in computational terms and have repeated practical experience of writing computer programs in order to solve such problems. They also know how to evaluate and apply information technology, including unfamiliar technologies analytically so solve problems and, crucially, are responsible, competent, confident and creative users of information and communication technology.

Inclusion 

Pittington Primary School is committed to giving all of our pupils every equal opportunity in all aspects of school life.  Our aim is to offer an inclusive curriculum that is relevant and adapted to the needs and abilities of all pupils.  We ensure inclusive opportunities for raising self-esteem and celebrating success so that all learners can reach their true full potential.

At Pittington Primary School we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, religion, gender, disability, belief, sexual orientation, age or socio-economic background.  We provide an environment which enables every pupil to feel safe, encourages good health and wellbeing, and promotes relationships that are trustful and respectful.  We believe that every teacher is a teacher of all children including those with Special Educational Needs or Disabilities (SEND) and it is our duty to value each individual child to enable them to enjoy learning through an inclusive curriculum.  It is our aim to continue to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity, where all children have the ability to participate fully in school life, and where children are confident learners both for now and for their futures. 

We tackle any type of discriminatory behaviour or prejudice through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all.  We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement. We work in partnership with parents, carers, staff, governors and local services within our community to prepare children from Pittington Primary School for life in a diverse society.  We believe that diversity is a strength, which should be reflected and celebrated by all who learn, teach and visit Pittington Primary School.

Equality of Opportunity

Pittington Primary School is committed to giving all of our pupils every equal opportunity in all aspects of school life. Our aim is to offer an inclusive curriculum that is relevant and adapted to the needs and abilities of all pupils. We ensure inclusive opportunities for raising self-esteem and celebrating success so that all learners can reach their true full potential.

At Pittington Primary School we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, religion, gender, disability, belief, sexual orientation, age or socio-economic background. We provide an environment which enables every pupil to feel safe, encourages good health and wellbeing, and promotes relationships that are trustful and respectful. We believe that every teacher is a teacher of all children including those with Special Educational Needs or Disabilities (SEND) and it is our duty to value each individual child to enable them to enjoy learning through an inclusive curriculum. It is our aim to continue to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity, where all children have the ability to participate fully in school life, and where children are confident learners both for now and for their futures.

We tackle any type of discriminatory behaviour or prejudice through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement. We work in partnership with parents, carers, staff, governors and local services within our community to prepare children from Pittington Primary School for life in a diverse society. We believe that diversity is a strength, which should be reflected and celebrated by all who learn, teach and visit Pittington Primary School.

Assessment 

Children demonstrate their ability in computing in a variety of different ways. Teachers will assess children’s work in computing by making informal judgements as they observe them during lessons. Photographs and Screen shots are made of practical work for the children to use as self-assessment. On completion of a piece of work, the teacher will assess the work and give oral feedback. Older and more able pupils are encouraged to make judgements about how they can improve their own work.

At the end of each unit/block of work, teachers will decide on a pupil’s level of attainment noting which children are: 

• working above the age-related expectations 
• working at the age-related expectations
• working towards the age-related expectations 

These judgements will be made in line with the Long-Term Curriculum Plan for computing and the Kapow scheme of work.

Role of the Subject Leader

The role of the Subject Leader is to provide leadership and direction for their subject area and ensure that it is managed and organised to meet the aims and objectives of the National Curriculum as well as those of the school. The Subject Leader, in conjunction with the Senior Leadership Team, has the responsibility for securing high standards of teaching and learning in their subject area as well as playing a major role in the development of school policy and practice. Throughout their monitoring activities, the Subject Leader ensures that practices improve the quality of education provided, meet the needs of all children, raise standards of achievement across the school as well as raising the aspirations of all children. The Subject Leader should liaise with the SENCO to ensure that children with special educational needs are able to fulfil their full potential within the curriculum.

The Subject Leader plays a key role in supporting and motivating teachers, and other staff, across the school. Subject Leaders assist the Senior Leadership Team to evaluate the effectiveness of teaching and learning to inform future priorities and targets for the subject area. The Subject Leader should lead by example, by setting high standards in their own teaching.

Subject Leaders are allocated time to monitor their subject areas. These times include staff meeting time, twilight CPD sessions and non-contact time within the school day. Monitoring activities include:

• Observing lessons
• Work samples
• Talking to staff
• Talking to pupils
• Monitoring planning
• Analysing data
• Monitoring displays – this includes wall displays, Learning Journeys
• Auditing resources
• Questionnaire

. External review from an eternal professional

The Subject Leader identifies needs in their own subject area and recognises that these must be considered in relation to the overall needs of the school. The Subject Leader must understand how their subject area contributes to whole school priorities and to the overall education and achievements of all pupils. There are opportunities throughout the year for Subject Leaders to discuss the strengths and weaknesses within their subject areas to a governor who is specially linked to the subject area as well as meeting with the Curriculum Committee. 

Staff Development 

Opportunities for the development of all staff will be provided in order to enhance the quality of Computing within the school. The needs of the staff will be identified through the monitoring and evaluation of the subject, which is undertaken by the Computing Lead and will be done in conjunction with the whole school development plan. The Computing Lead will ensure that any development opportunities undertaken by staff are disseminated throughout the school where necessary to further enhance the quality of Computing and therefore directly impact on the outcomes for children. 

Fundamental British Values

British Values is defined by the Department for Education as:

• Respect for democracy and support or participation in the democratic process
• Respect for the basis on which the law is made and applies to England
• Support for equality of opportunity for all
• Support and respect for the liberties of all within the law
• Respect for and tolerance of difference faiths and religious and other beliefs

At Pittington Primary School, we ensure that the fundamental British Values are introduced, discussed and permeate the ethos and work of the school. The curriculum provides a vehicle for furthering and deepening an understanding of these concepts.

We actively encourage the children at our school to be unique, creative, independent and open-minded individuals who respect themselves and others in our school, the local community and across the wider world.

Our aim is to nurture our children on their journey through primary school so that they can grow into caring, democratic, responsible and tolerant adults who can, and will make, a positive difference to society across Britain and the world.