This policy has due regard to statutory guidance, including, but not limited to, the following:
This policy should be used in conjunction with all school policies, with particular reference to the following:
The intent of the computing curriculum
At Berkswich CE Primary, we understand that a high-quality computing education is essential for children to understand modern information and communication technologies (ICT), and for them to use these skills to become responsible, competent, confident and creative participants of an increasingly digital world. At Berkswich CE we, have, therefore, created a curriculum which focuses on children learning to face new technology with eager confidence, recognising that errors are an inevitable part of the learning process.
The aim of Computing is to teach children how to use technology in a range of ways and to understand how to use these in a safe way. 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. Through our computer science lessons, we want pupils to develop creativity, resilience, problem-solving and critical thinking skills. We aim to ensure that all of our children become digitally literate and able to make informed choices in a digital world. The use of technology is now essential in many aspects of life and children need to be equipped with the knowledge and skills to embrace emerging technology and to use it efficiently. We aim to inspire pupils to continue to learn and apply the skills they learn at secondary school, university, and beyond in the workplace.
We ensure that all children understand how to use the internet safely and how to safeguard their own personal data when using websites and apps. We thread a curriculum supporting online and digital safety throughout every year, rather than just through separate events, keenly aware of the vital importance of keeping children safe and also preparing them to be kind, safe and responsible community members now and in the future.
Our computing planning is cumulative with a coherent progression of interconnected knowledge and skills, purposefully driving forward each child’s computational thinking. It is ambitious for all groups, including SEND. Greater depth opportunities are available for every learner to reflect our high expectations; indeed, challenge is relished in computing, providing opportunities for children to be tenacious and build independence and creativity.
The implementation of the computing curriculum
Berkswich CE delivers a rich, broad and balanced computing curriculum, in line with national requirements, which aims to enable pupils to:
In Nursery and Reception, all children are taught computing as an integral part of the learning covered during the academic year. All computing objectives within the EYFS are underpinned by the objectives of the early learning goals (ELGs). The computing curriculum in the EYFS is delivered with particular reference to the ELG02 and ELG15 – understanding and technology, which enables children to:
Pupils will be taught in Key Stage Two to:
Please see the school website (www.berkswichceprimary.co.uk) to view our school overview.
We do not follow a scheme; instead, the needs of our children are met through teaching discrete computer science lessons and by embedding digital literacy and information technology throughout other subjects. The support materials that have been chosen ensure that teachers have full access to expertise when planning; these can maintain the integrity of the computing curriculum.
Auditing staff skills and confidence annually will guide the computing lead in providing CPD and encouraging self-learning, which will enable teachers to be equipped with the necessary subject knowledge.
Teaching of digital literacy and computing is largely delivered through cross-curricular subject links. The core requirements of the KS1 and KS2 computing programmes of study, such as coding/programming, will be delivered through dedicated weekly computer lessons. A tinkering session may be used to introduce a new app or tool, giving the children opportunity to experiment and familiarise themselves with the different elements and tools before it can be applied in a more focused approach across the curriculum.
Teachers know their children’s prior learning, and are mindful of their own end points in relation to the expectations contained in subsequent years.
To ensure that pupils embed key concepts in the long-term memory, these are repeated within each year and throughout every year group. This repetitive approach means that children have opportunities to revisit, apply and extend what they have already covered to ensure that learning is both cumulative and permanent. We believe that this is the best way for children to develop the knowledge and skills needed for mastery of a subject.
Please see the school website (www.berkswichceprimary.co.uk) to view our school overview of learning.
Teachers have high expectations of children to use discussion to further learning. Children are increasingly expected to give precise explanations, using technical and specialist terminology appropriately. Teachers model this practice, using the correct language within all learning. For example, the term algorithm is used to describe the needed to steps to follow a task.
We recognise the importance of computing in this increasingly digital world, and the impact of maths on future carer choices and the country’s economy, we raise the aspirations of our children through the following:
Please see the school website (www.berkswichceprimary.co.uk) to view our school overview of wider experiences.
Berkswich CE is ambitious for all pupils; challenge is a part of every child’s learning. We provide Greater Depth pupils with the opportunity to extend their computing thinking through planned opportunities to broaden and apply their learning within contexts of increasing complexity. Greater Depth pupils also benefit from providing peer support and having to problem solve and articulate their own understanding in order to encourage learning in others.
Roles and responsibilities
Berkswich CE Primary has a designated link governor who meets with the computing lead at least once a year to find out about:
The curriculum governor will report back to the governing board.
Overall responsibility for monitoring the teaching of computing throughout the school lies with the headteacher who will support the subject lead in continuing to develop:
The headteacher will also be responsible for overseeing the review of this policy with the subject leader.
The subject leader is responsible for:
The classroom teacher, in collaboration with the subject leader, will ensure that the needs of all children are met by:
The SENDCo is responsible for:
The impact of our computing curriculum
Throughout the year, teachers will plan on-going assessment opportunities in order to gauge whether pupils have achieved the key learning objectives. Teachers constantly assess the children’s understanding, correcting misunderstandings. Teachers are responsive and alter planning accordingly to help children embed and use knowledge fluently and develop interconnected understanding rather than memorise isolated facts within a unit. Formative assessment, which is carried out throughout the year, enables teachers to identify pupils’ understanding of subjects and inform their immediate lesson planning. Summative assessments may also be used at the end of a unit. Teachers will make a judgement about the learning of each pupil in relation to the national curriculum – the outcome of which will be recorded using OTrack (used by school to analyse and act on attainment and progress) and used to inform future planning.
The progress and development of pupils within the EYFS is assessed against the early learning goals outlined in the ‘Statutory framework for the early years foundation stage’. For further information about assessment in EYFS, please visit our Early Years area found via the Learning tab on our school website (www.berkswichceprimary.co.uk).
Assessment will be undertaken in various forms, including the following:
Parents will be informed about their child’s attainment in music during the Summer term every year. This will include information on pupils’ attitudes towards the subject. Verbal reports can be provided during informal meetings with parents throughout the year. The progress of pupils with SEND will be monitored by the SENDCo.
By the time children leave our school; they will be responsible, competent, confident and creative participants of an increasingly digital world.
This will be evident in our children through:
All pupils will have equal access to the computing curriculum. Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing computing lessons. All efforts will be made to ensure that cultural and gender differences are positively reflected in lessons and the teaching materials used.
The computing policy is reviewed bi-annually or sooner if required. A named member of the governing body is briefed to oversee the teaching of music, and meets with the subject leader to review progress. Any changes made to this policy will be communicated to all teaching staff.