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St Gilbert's R.C.

Primary School

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Computing intent, implementation and impact statement

Introduction 

The purpose of this document is to outline the approach and method that has been adopted to implement the Computing Curriculum at St Gilbert’s. It details the knowledge, skills and key vocabulary that we have assigned to each class and key stage. This document summarises the organisation of the Computing curriculum and the school’s method of securing children’s entitlement to essential knowledge and skills to equip them for the next stage of their education and for later life.

Intent

Our computing curriculum has been specifically tailored to meet the unique context of our school. It is designed to be broad and balanced, providing all pupils with the opportunity to master their learning and deepen their knowledge, making sense and giving purpose as to why we learn about computing. Teachers will provide pupils with challenges about computing, which will help them change and transform our society, putting their faith into action.

At St Gilbert’s we believe that computing helps to prepare the children for life in 21st century Britain, encouraging children to develop a greater understanding of technology and the technological world around them.

 

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.

We aim to build high levels of competence in the subject specific skills of:

 

• Computer science

• Information Technology

• Digital Literacy

Implementation

 

Computing is taught through the framework of the 2014 National curriculum. The principles and content of its requirements have been carefully placed at the heart of the school’s programmes of study in computing. The school uses the ‘Technola- computing course structure,’ which is a scheme of work delivered by technology specialists. This scheme is taught from Year 2 – Year 6. Technola Computing incorporates coding, robotics, computer hardware, and research projects to stimulate and challenge students whilst fulfilling the criteria of the Computing national curriculum in England. Students learn the value of a multidisciplinary approach as they develop their logic and creativity through tasks that require them to draw on their mathematical, scientific, and design & technology skills. Each individual creates programs, systems, and a range of content as evidence of their progress and attainment. Pupils throughout the course develop digital literacy knowledge and are equipped with the skills necessary to thrive in an increasingly digital society.

 

To help ensure children have the opportunity to develop a wide range of skills, experiences and competencies with technology, the curriculum has been broken down into 3 key areas, with the core principles permeating through each area.

  • Computer Science
  • Information technology
  • Digital Literacy

However, due to considerable content overlap of Information Technology and Digital Literacy, our modules address these two areas simultaneously:

  • Computer Science
  • Information technology and digital literacy

In acknowledgement of the more demanding nature of the Computer Science course content and its stature as the bedrock of the Computing curriculum, Technola allocates two thirds of teaching time to this area.

 

These principles are directly linked to Technola’s Age-Related Expectations (AREs) in computing for each year group which allows a consistent application of the curriculum throughout the Key stages. A class floor book is kept for each class. The floor book provides evidence of coverage within the subject and key reference to where the children meet the A.R.E statements. This enables both class teachers and the subject leader to monitor coverage and identify progress made throughout the lifetime of a cohort in the school. During computing sessions, assessment sessions are included to ensure that individual progress is monitored; summative assessment is carried out via a combination of controlled progress quizzes and practical exercises assigned on an individual basis. To ensure that work is effectively differentiated for students of higher and lower abilities, the same quiz will be repeated up to three times per project. Students who excel or struggle with individual projects are identified and discussed with the subject leader after the interim quiz so that a suitable support strategy can be implemented. This method also serves to demonstrate individual development over time. Screenshots of completed practical exercises and quiz results are collected by Technola and shared with class teachers. Also evidence will be accompanied by a spreadsheet containing red, amber, green (RAG) ratings against age-related expectations (ARE) for each student.

 

We implement our vision for computing in Year One and EYFS through the Purple Mash scheme of work.  Purple Mash Computing Scheme of Work is a comprehensive resource aligned to the National Curriculum and EYFS Framework. The learning is broken into units covering three main components:

-Digital Literacy

-Computer Science

-IT in the world

Within the units are opportunities for all abilities with varying levels of support from extending learning through open ended application of skills or supporting children through structured activities. It exposes pupils to a wide variety of skills, experiences and poignant real-life scenarios allowing skills to be learnt during structured tutorials, then mastered and applied in open ended scenarios.

 

Impact

A high quality computing education aims to develop a range of programming and technological skills that are transferable to other curriculum areas, including Science, Mathematics, English and History. As pupils progress through KS1 and KS2 children will become increasingly confident in:

 

• The application of their digital skills,

• Becoming increasingly efficient and effective communicators, collaborators and analysts,

• Showing imagination and creativity in their use of ICT in different aspects of their learning and life beyond school.

• E-safety and the risks involved when using the internet.

 

We seek to inspire a love of computing and to equip every child with the skills necessary to use technology to become independent learners. The teaching style that we adopt is as active and practical as possible.

 

The impact of the computing curriculum offered at St Gilbert’s is assessed continuously against the age-related expectations in computing for each year group. In doing so, we are ensuring that the necessary support is provided for all children to have a good understanding of the primary computing curriculum whilst allowing us to effectively differentiate tasks for students.

Other methods of judging the impact of the computing curriculum offered are through the following methods:

  • Pupil discussions and interviewing the pupils about their learning (pupil voice).
  • Monitoring planning of lessons by the subject lead and providingfeedback.
  • Photo evidence and images of the pupils’ practical learning.
  • Monitoring of children’s work.

 

Covid-19 Statement

At St Gilbert’s, we endeavour to deliver a broad and balanced curriculum to all children, whether in school or at home. Our long term plan for computing has been altered to ensure children receive National Curriculum coverage while allowing freedom to deliver the curriculum in a Covid-safe manner.  The Purple Mash/ Technola curriculum is flexible and allows for catch up coverage to be completed. During lockdowns/isolation periods staff are delivering the computing curriculum through Purple Mash and the National Oak Academy. Purple Mash allows staff to set differentiated tasks, where teachers can review the learning and share feedback with the pupil. Some staff are teaching unplugged computing lessons through the National Oak academy, these lessons are delivered by fully qualified computer experts. Children complete tasks set by Oak National Academy on Google Classroom allowing the teacher to assess and review learning.  By using Google classroom and Purple Mash to teach, share learning and communicate with students, this ensures a strong relationship is kept between staff and students and students gain consistent computing education alongside the children that are in school.Post-Covid19, we will be aiming to build on the new skills that staff, children and parents have learnt and use these to develop teaching, learning and communication within the computing curriculum.

 

Covid Impact Statement 2021-2022

Since the children have returned to school all staff have reviewed each year group and looked at the essential skills and topics missed since the lockdown. This information has helped to inform the curriculum adaptations for next year. Children in Year 2-6 will catch up with the missed work during the spring term in summer 2 of this year. We have been able to adapt this year’s curriculum as we currently leave the final term in computing for cross curriculum work. As the children have missed vital online safety work we have decided to cover these topics during the final term.

 

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