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St Peter's Catholic Primary School

‘A love for God, ourselves and others’

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Computing

Rationale

 

At St Peter’s Catholic Primary School, we value the role of Computing both in school and the wider community, with particular focus on the impression technology leaves on pupil’s personal lives. We believe:

 

  • The development of capability in Computing, and across technological forms, is important in preparing all pupils for their part and citizenship in an increasingly digital society – wherein new developments are constant.
  • Within education, Computing – when used in a purposeful way – provides the tools to enhance enrich and extend teaching and learning experiences across the whole curriculum, including the National Curriculum. 
  • Computing can promote self-esteem and confidence of all pupils including those with Special Education Needs and the More Able.

 

Intent

 

At our school, we understand the opportunities and the accessibility that technology can provide for our pupils. As such, we aim to move pupils towards being masters of technology, rather than slaves to it. Technology is everywhere and plays an increasingly pivotal part in our students’ lives; therefore at St Peter’s we want to:

  • Model and impart sound, positive, responsible and safe technological know-how to our pupils.
  • Ensure that, by the conclusion of their time with us, students should be as much creators of technological marvels as they are consumers.
  • Ensure the children understand that there is, and always will be, a choice in regard to the manner in which they – and the school – use technology, including the ever-encroaching social media, in a responsible manner.

 

We recognise that the best course of action for the issues we currently see with technology is prevention through education. Resultantly, we plan for our broad and balanced curriculum (facilitated by Purple Mash) to encompass computer science, information technology and digital literacy, in addition to allowing pupils to share their learning in creative ways. Our knowledge based curriculum has to be balanced with the chance for pupils to apply their knowledge creatively which will in turn help out children become skillful computer scientists.

 

Our vision sees teaching embed computing across the whole curriculum to make learning creative and accessible – in addition to operating distinct and targeted Computing lessons, utilising Purple Mash technologies and curriculum plans. We aim for our pupils to be fluent with a range of technological tools, so as to best express their understanding and display their knowledge and capability. Furthermore, we hope that by Upper Key Stage 2, children will have developed the independence and confidence to choose technologies, programs and computing skills to assist in their learning in various parts of the curriculum, should the task necessitate it.

 

Implementation

 

We will make use of a range of teaching and learning resources, such as Google’s “Be Internet Legends” for Online Safety, however Purple Mash will form the basis of our Computing curriculum, especially with regard to computer science. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross-curricular links and integrates perfectly with the 2Simple Computing Assessment Tool. Furthermore, it gives excellent supporting material for less confident teachers.

 

As our previous Computing curriculum has been held back by events such as COVID-19, as well as the lack of tangible computing resources, many classes will be reliant on the Purple Mash “Crash Course” version of specific subject areas. The “Crash Course” is designed to introduce pupils to a concept and bring them up to speed on their understanding so that they are able to access the requisite lessons in future.

 

Early Years Outcomes

We aim to provide our pupils with a broad, play-based experience of Computing in a range of contexts.

Early Years learning environments should feature ICT scenarios based on experience in the real world, facilitated through actions such as role-play. Pupils can gain confidence, control and language skills through opportunities such as:

  • ‘Painting’ on the interactive board or iPads.
  • Handling and demonstration of other electronic devices, such as laptops and toys.
  • Controlling remotely operated toys.
  • Outdoor exploration, supported by computing science toys such as metal detectors, controllable traffic lights and walkie-talkie sets.
  • Recording devices to monitor their own speaking and activities, which can support children to develop their communication skills (this is especially useful for children who have English as an additional language).

 

Key Stage 1 Outcomes

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
  • Write and test simple programs.
  • Organise, store, manipulate and retrieve data in a range of digital formats.
  • Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

 

Key Stage 2 Outcomes

  • Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
  • Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the worldwide web; and the opportunities they offer for communication and collaboration.
  • Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 

Impact & Inclusion

 

We encourage our children to enjoy and value the curriculum we deliver. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing. Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.

 

At St Peter’s we aim to enable all children to achieve to their full potential. This includes children of all abilities, social and cultural backgrounds, those with disabilities, EAL speakers and SEN statement and non-statemented. We place particular emphasis on the flexibility technology brings to allowing pupils to access learning opportunities, particularly pupils with SEN and disabilities. With this in mind, we will ensure additional access to technology is provided throughout the school day.

 

Resources

 

Given our budgetary concerns, historically there have been concerns about computing resources at St Peters. Currently the entire school operates computing via:

 

  • Approximately 28 aged-but-working laptops
  • Approximately 10 aged-but-working desktops (in the IT Suite/Library)
  • A suite of approximately 30 aged-but-working iPads

 

This does mean that we are constrained in our ability to offer individual access to all classes and children within those classes on a weekly basis. Fortunately, considerations such as EYFS not being as reliant on the computers take some of the strain off the availability.

 

As such, a computing lesson schedule will be put in place to accommodate all classes accessing computers; although within classes children may have to share access to computers. This means class teachers will have to closely monitor each child’s input to be able to best assess individual attainment, in spite of producing paired work. In the meantime, the Computing Lead and SLT shall explore ways to procure more resources.

 

Assessment

 

Pupil attainment is assessed by the class teacher, against the Computing Progression document (written in line with the National Curriculum). These guidelines enable staff to accurately identify attainment/coverage of pupils through the exemplification it has for each key learning intention. Teachers keep accurate records of pupil attainment by entering data on the Computing Data Framework (found on the Staff Drive – accessible to all years), which can then be viewed by the Subject Leader.

 

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