Computing
Intent
At Bishop Wilson Primary School, we believe in a high-quality computing education equips all children, including disadvantaged children and children with SEND, with the skills and knowledge in computational thinking and creativity to help them to understand the world that they live in. Allowing them to be ambitious, successful young people. Computing is a significant part of everyone’s lives and we believe children should be at the forefront of new technology to complement and enhance their learning and experiences in a broad and balanced way.
Computing has strong links to a variety of other subjects such as mathematics, science, design and technology. Therefore, we believe that as an essential part of the curriculum computing needs to be integrated into all areas of learning, using a range of hardware, software and opportunities.
At Bishop Wilson, we recognise that pupils are entitled to quality software and hardware and a structured and progressive approach to the learning of the skills needed, to enable them to use it effectively.
Also, we acknowledge the importance of responding to new developments in technology and aim to equip pupils with the confidence and capability to use a range of different devices throughout their time in education to enhance their experiences.
Implementation
Computing as a stand-alone subject has a number of key components, each of which we aim to teach and fully in still the value of amongst our pupils. These are:
- Computer Science – Pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
- Information Technology – Pupils are equipped to purposefully create programs, systems and a range of content in order to develop products and solutions. They will be able to collect, analyse, evaluate and present data and information.
- Digital Literacy – Pupils are taught to use, access and express oneself through digital technology, including a critical understanding of technology’s impact on the individual and society, at a level suitable for the future and as active participants in a digital world.
We also firmly believe the importance of delivering a high-quality E-Safety curriculum, alongside the core values of these three strands. E-Safety is embedded throughout the computing curriculum and supports and consolidates the strong presence of Online Safety within our PSHE curriculum (Jigsaw).
As technology develops, so does the need for a better understanding and how to use it in a responsible manner. The education of E-Safety is therefore essential, to ensure children are equipped with the skills to recognise risks online, to be critically aware of the materials and content they access online, along with guidance on how to accurately validate information accessed via the internet.
Pupils participate in regular Computing lessons in order to achieve the intent of the Computing and Online Safety curriculum at Bishop Wilson. In addition to stand-alone lessons, skills taught are incorporated into other subjects, given the cross-curricular nature of computing and the opportunities to expand and develop lessons that this brings. Lessons are delivered using a range of devices and through un-plugged activities where necessary.
The delivery of Computing and Online Safety at Bishop Wilson is planned in line with the National Curriculum and allows for clear progression as children move through each stage of their education with us. Teachers use ‘Kapow’ and their condensed Computing curriculum as a scheme to support their learning and delivery, which caters for all children, including those with SEND and from disadvantaged backgrounds. The curriculum has been designed as a spiral curriculum which allows pupils to revisit the key areas throughout KS1 and KS2, it increases depth in key areas by being taught with greater complexity. Each year, children are taught the three main components of computing (Computer Science, Digital Literacy and Information Technology). This allows children to build on and progress from their previous experiences, developing their skills, vocabulary and understanding in order to be active, responsible digital participants.
Online Safety is referred to in every Computing unit, in addition to Kapow’s Online Safety unit for each year. Our PSHE curriculum (Jigsaw) also contributes to the delivery of Online Safety. Our Online Safety lessons build on prior knowledge and are adapted to suit the requirements of the pupils within the class and current issues that may be relevant. At Bishop Wilson, pupils take part annually in ‘Safer Internet Week’ which is hold at a similar time as Safer Internet Day. It is celebrated globally to promote the safe and positive use of digital technology for children and young people, to inspire national conversation about using technology responsibly, respectfully, critically and creatively. During this week, children are delivered an online safety unit appropriate to their year group and participate in various online safety activities. In addition to this, we use ‘National Online Safety’ to support the delivery of online safety throughout the year, ensuring that we revisit the topic throughout the year frequently so children retain online safety in their long term memory.
We recognise the need to continually maintain, develop and update resources to ensure the effective delivery of the Natural Curriculum and support the use of technology throughout the school. This includes:
- Interactive whiteboards in every classroom to enhance and promote effective use of technology for learning.
- 30 laptops for pupil use within lessons.
- 25 desktop computers throughout the school to assist with interventions.
- iPads in classrooms as an additional resource to support teaching and learning.
- BeeBots, a programmable device.
- Subscription to online content such as TTRockstars and Busy Things to promote learning in school and remotely through home access.
Lessons are planned to provide for and include all children, including those with SEND, higher achieving and talented pupils, pupils with EAL needs and pupils from all social and cultural backgrounds.
EYFS
Computing and technology are vitally important subjects to deliver to our younger children. Just as we ensure the children in our care are ready for the adult world by teaching them Maths and Literacy, we should also make sure that they are fluent in computer literacy and all-important E-safety. Not only will teaching this ensure children transition into Key Stage 1 with a strong foundation of knowledge. It will 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. Computing in Reception doesn’t mean typing out a Word document or creating a code. In fact, teaching technology in the Early Years doesn’t have to involve computer work at all. Kapow’s computing scheme for EYFS is centred around play-based, unplugged activities that focus on building children’s listening skills, curiosity, creativity and problem solving. Allowing children the opportunity to explore technology in a 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. A EYFS Computing lesson may include:
- Taking a photograph with a camera or tablet.
- Searching for information on the internet.
- Playing games on the interactive whiteboard.
- Exploring an old typewriter or other mechanical toys.
- Using a BeeBot.
- Watching a video clip.
- Listening to music.
For each year group, the Computing curriculum is broken down into concepts and is taught in units. Each lesson is divided into steps, which will have a link from the children’s prior knowledge and allows them to learn new skills.
A typical lesson using our Computing scheme lasts approximately 45 minutes to one hour. Computing is taught weekly in Key Stage 1 and 2 over four half terms. Children are taught in mixed ability classes. The learning in each lesson will focus on objectives and connections are made cross-curricular where possible. Lessons incorporate a range of strategies from independent tasks, paired work as well as unplugged and digital activities. This variety means that lessons are engaging and appeal to all learning styles. Differentiated guidance is available for every lesson to stretch pupils whom are exceeding and those who need extra support.
All Computing lessons follow the same sequence:
Step 1 – Attention grabber
Step 2 – Presentation (embedding a skill)
Step 3 – Main event (children taking part in the lesson)
Step 4 – Wrapping up (plenary)
KS1 and KS2
In Key Stage One, 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 unambiguous instructions. They will be taught how to create and debug simple programs and use logical reasoning to predict the behaviours of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, retrieve and manipulate digital content as well as recognise common uses of 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 where they have concerns about content or contact on the internet or other online technologies.
In Key Stage Two, the children will build on their knowledge and experience from Key Stage 1 and will design, write and debug programs that accomplish specific goals by decomposing them into smaller parts. They will use sequence, selection and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in their own and existing programs.
Pupils will be taught to understand computer networks, including the internet and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and evaluate digital content.
Pupils will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that achieve given goals.
They will be taught to use technology safely, respectfully and responsibly; recognise acceptable and unacceptable behaviour and be clear how to identify a range of ways to report concerns about content and contact to keep themselves and others safe.
Assessment
After each unit of work, teachers will make a judgement on whether pupils have met, exceeded or are working towards the objectives set. This will also provide information for the subject leader and will be submitted for analysis to track and monitor achievement and progress and the impact this has had.
Evidence of progression and achievement will be seen in examples of pupils’ work stored on the server.
As a result of effective implementation, pupils will be able to apply their skills and knowledge in other areas of learning.
Pupils will be able to share their knowledge of how to be a responsible user of technology through discussion when questioned. They will be prepared for the next stage in their lives, knowing how to be a responsible user of technology in the wider world and more importantly, know where to seek support.
Pupils will be familiar with and will discuss their understanding of the three main strands of Computing and will know key vocabulary associated with these.
Confidence in this subject will also mean that pupils are able to be more independent and competent in life skills such as problem solving and logical thinking.
For the school’s approach to the assessment of Computing, please see the school’s Marking, Feedback & Assessment Policy (2023).
Home Learning Opportunities/Useful Links
https://www.bbc.co.uk/bitesize/subjects/zyhbwmn
https://www.bbc.co.uk/bitesize/subjects/zvnrq6f
Progression Documents
If you would like a paper copy of our Computing Progression Document, Vocabulary Progression Document or National Curriculum Map, please ask.