Computing

Every child at Whitehouse Primary is recognised as a unique individual: we celebrate individuality and welcome difference within our unique school community.

It is our aim to provide our children with a curriculum that is aspirational for all with every child’s ability to learn underpinned by the good teaching of basic skills, knowledge, personal wellbeing, individual challenge and values that will prepare our children for life beyond primary school.

Intent

At Whitehouse Primary school, we believe that a high-quality Computing education equips pupils to use computational thinking and creativity to understand and to participate effectively and safely in this rapidly changing digital world that we live in. Our curriculum has been designed to promote a life-long curiosity and love of learning through accessible digital learning and through ever-advancing technology.

The intent of our computing curriculum is to deliver a progressive curriculum which is accessible to all; helping to maximise learning outcomes for every child so that they will know more, remember more and understand more. We provide our children with opportunities to develop a broad range of skills and understanding reflecting the three main strands: digital literacy, computer science and information technology. 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, pupils are equipped to use information technology to create programs, systems and a range of content. Our Computing curriculum also ensures that pupils becoming digitally literate, able to use, express themselves and develop ideas through information and communication technology – at a level suitable for the future workplace and as a part of the digital world. These skills are taught both discretely and through a cross-curricular approach when appropriate, supporting other areas of learning across the school and working closely alongside our PSHRE curriculum to allow pupils to have the knowledge and skills necessary to make safe and informed decisions.

Our curriculum is shaped by our school vision, which aims to enable all children to be recognised as a unique individual, therefore every child’s ability to learn is underpinned by the teaching of basic skills knowledge, concepts and values that will prepare our children for life beyond primary school. For computing, we use the Kapow program to ensure that our curriculum meets the National Curriculum objectives as well as developing skills progressively through each age range and being revisited were essential. Alongside this, we promote computing actively across school and engage with national programs such as: Safer Internet Day.

At Whitehouse, our computing curriculum both supports and challenges our most vulnerable learners through a flexible approach. Within which, teachers use the Kapow program of study to enhance experiences and make informed planning decisions to personalise the learners within their class. Ensuring that all pupils are challenged effectively, as well as being able to access the curriculum and develop the skills needed to participate effectively and safely in this rapidly changing digital world. This includes the use of peer teaching, adult support and small group support and scaffolded learning. We also provide technology (when required) to our SEN and EAL children within school.

Online Safety

Online safety is an integral part of a children’s education in today’s digital world which is embedded into our curriculum. At Whitehouse, we are committed to ensuring that children and young people are able to use the internet and other technology devices appropriately and safely. Under statutory guidance from the DfE, Keeping Children Safe in Education 2019 as well as being influence by the, Teaching Online Safety in Schools guidance our online safety lessons provide pupils with the skills to be able to protect themselves and others from harm online, minimise risks, understand how to keep their personal information secure and ensure that they are aware of the steps to take if they find themselves in a difficult situation. Across all year groups, online safety sessions are planned to ensure that all our pupils understand how to stay safe when using technology online being reflective learners and developing their Growth Mindset qualities.

Implementation

At Whitehouse Primary School, we have built our inclusive computing curriculum around a progressive framework that ensures that children’s individual needs are met alongside the teaching of the National Curriculum’s key knowledge and skills. Using Kapow, has ensured that our curriculum is broken down into the three key strands: Digital Literacy, Information Technology and Computer Science. A yearly overview breaks these strands across all three terms to ensure coverage throughout the year. Year groups complete a unit of work each half term. These units are adapted to suit our curriculum and enhance the topic-based learning going on in each year group.

Fundamentally, we aim to teach a curriculum that enables children to become effective users of technology who can:

• Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation;
• Analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems;
• Evaluate and apply information technology analytically to solve problems;
• Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

Computing Curriculum overview/progression:

EYFS: Pupils should be taught to:

Computing within Foundation Stage, provides our pupils with a strong foundation of knowledge related to the subject but also promotes the development of listening skills, problem-solving abilities and thoughtful questioning. Allowing pupils to explore technology in child-led manner, allows familiarity with equipment and vocabulary giving them a secure start to the demands of the Key Stage 1 computing curriculum. Pupils are exposed to an understanding of online safety as they explore the world around them, with technology playing a significant part in the technological world we live in.

KS1: Pupils should be taught to:

Pupils begin to explore algorithms/programming, how too purposefully work with digital content, and recognise common uses of information technology beyond school and how to use technology safely and respectfully.

KS2: Pupils should be taught to:

Pupils build on their previous learning to write and debug their own programs working towards a specific goal. They are able to use logical reasoning to explain how programs work and make corrections when needed based on their understanding. Pupils are exposed to a range of computer networks that offer opportunities for communication and collaboration. Pupils will be taught to select, use and combine a variety of software on a range of digital devices to create a range of programs/content that works towards a given purpose. Across each term, pupils will work to understand further how to use technology safely, respectfully and responsibly; being able to recognise behaviours that are appropriate/inappropriate and understand who/where they should report issues to.

Across the school, discreet vocabulary progression also forms part of the units of work developing and growing our pupil’s knowledge as we as helping to ensure that they will know more, remember more and understand more. Vocabulary progression

Computing is taught every week with classes given access to the ICT suite for an hourly dedicated lesson as well as access to a class set of iPads to support the teaching of computing.

• Planning has been developed by Kapow and is evaluated against the National Curriculum to ensure that it meets the inclusive needs of all our pupils.
• Staff have access to online resources to support lesson delivery/planning, which also provides further steps to differentiating planning to suit the needs of all pupils.
• Whole school and key stage assemblies link to the subject when appropriate e.g. Online Safety.
• Throughout the year, key campaigns are promoted such as: ‘Safer Internet Day.’
• Teachers respond to their children’s needs by delivering online safety lessons when needed, carrying out circle times and having important class discussions.
• Pupil voice is promoted by ‘Digital Leaders’ who are elected across school to support learners and allow pupils to voice their opinions to the wider school.
• Learning is evidenced through a share area on the network as well as in-class displays promoting the work that has been going on in each half term. Progression of skills and knowledge are evidenced and copied each half term by the subject lead, who explores the impact of the curriculum and how well pupils are remembering more.
• Formative assessments allow class teachers to assess on a lesson by lesson basis how pupils are achieving within the subject, recorded using our own recording system. Summative assessments allow teachers to make a judgement based on pupil’s achievements within each half term. Subject leaders will then make an informed assessment of the curriculum, exploring the impact of teaching and learning for ALL pupils.

What you would expect to see in a computing lesson at Whitehouse:

• Proficient users of technology who are able to work both independently and collaboratively.
• Computing hardware and software being utilised to enhance the learning outcomes of our children, across the curriculum.
• Clear progression in technical skills.
• A learning buzz as children engage in programming, instruct floor robots, prepare online safety presentations and design body confidence video campaigns.
• If needed, confident and supportive Digital Leaders who are able to assist children and staff in delivering high-quality computing sessions.

Planned opportunities also include:

• Trips and visiting experts who can enhance the children’s learning experience,
• Challenge days which incorporate learning across all areas of the curriculum,
• Liaising with professionals from the wider community including: local PCSO/NSPCC to share knowledge
• Digital leaders who work within our community at Whitehouse, to promote the teaching of computing and take on responsibilities within the wider school.

In Computing, we encourage verbal feedback within lessons to guide pupils to achieve the lesson objective. Verbal feedback is also used to support and challenge. Each half term, children are assessed using a foundation subject tracker grid. As a school, this is then transferred onto a whole school assessment to allow progress of pupils to be tracked as well as ensure that gaps in knowledge and skills are identified and addressed.

Impact

We measure the impact of our Computing curriculum with various formative methods of assessments including self and peer assessment. Children’s work across all three strands are evidenced through folders on the network and in displays within each area showcasing the work from pupils. This could include: unplugged activities, Scratch projects, documents, and any work completed on Online Safety, including posters, photographs and evidence of discussions, spider diagrams etc.

Impact is further measured through the following methods:          

• Pupil discussions and interviewing the pupils about their learning (pupil voice).
• Profile of computing within school.
• Photo evidence and images of the pupil’s practical learning.
• Learning walks and reflective staff feedback (teacher voice).
• Governor monitoring with our subject computing link governor